Thinking about gender and sexuality in school leads us to reflect on teacher education. Is the theme present? What form? This thesis focuses on the twelve undergraduate Biology courses of the city of Rio de Janeiro, trying to understand and problematize the institutional presence of the issues of sexuality and gender. As such, it aims to understand: (1) how the biology courses are structured; (2) how the subjects of sexuality and gender are present in the curricula offered by them; (3) who are the university teachers that address these issues; and (4) which teachers knowledge they mobilize. A qualitative research was used, based on the document analysis and semi-structured interviews, conducted with eleven undergraduate coordinators and five university professors. We have recorded a low presence of specific classes for the topics of gender and sexuality in higher education. We have found two classes: Education and Gender and Human sexuality, of different institutions, both optional. Based on the reports of the teachers, we have organized three ways of mobilizing the concepts of sexuality and gender: (i) as theoretical operators, (ii) as social life operators, and (iii) as expressions of identity. Instead of sharing recipes of pedagogic dynamics or classifying individuals, the greatest potential of these disciplines is to be a space-time of thinking about the self and what constitutes it. For this, maybe we are facing etopoietical curricular disciplines. We have found a close relation between the theme and the teachers who teach it. More than the demand in the institutional curriculum, the theme is strongly linked to people. Finally, this research articulates a brief reflection about the challenge of interpersonal relations and the ethics present in the investments made by in the initial formations, bringing elements for a didactic education that qualifies emotions and fosters interpersonal relations in the academic and, hopefully, in the school space.