This research discusses the process of interpellation of young high school students at a State Technical School in Pernambuco with regard to gender and the discussions that permeate this universe, such as: identity, diversity and sexuality. Reflecting in a light, playful and dialogued way about different ways of being in the world, identifying oppression, silencing and non-recognition, in addition to observing gender interpellation and performativity in social processes. Our research problem is: how does the interpellative process take place, with regard to gender and sexuality themes, during Physical Education classes at a Public School in Pernambuco? The general objective of this study is to analyze the interpellative process regarding gender and sexuality relations in School Physical Education classes; As specific objectives, we have: characterizing interactions through narratives in dialogue circles; identify student protagonism in issues of education from the perspective of diversity; and identify the design of the curriculum focused on the perspective of diversity, the school and the teacher. This study is based on Judith Butler's theory (2003;2004), which views the body as a form of resistance, theory of interpellation and performativity. Beyond Curriculum and identity (SILVA, 1999; 2000). We opted for a methodology, whose research has a qualitative approach (MINAYO, 2001; TRIVIÑUS, 2008; MOREIRA, 2002, 2007), with participant observation and data collection through the strategy of dialogue circles (FREIRE, 1979; 1989; 1991) registered in field diaries (FLICK, 2009) and application of semi-structured questionnaires with students and interviews with the teaching teacher. For data analysis, the methodological design, in line with other techniques, will use Discursive Textual Analysis (MORAES,2003; MORAES; GALIAZZI, 2006), with the research being descriptive. The research subjects are: high school students from a public school on the outskirts of Olinda/PE. Our data generated work that points out, based on sensitive listening, gender issues and identities that permeate the universe of young people who presented us with identity claims in the face of the challenges they face, generating a propositional debate that points to public policies in curriculum perspective and pedagogical practices that debate subjects in all their diversity, building an inclusive, empathetic and liberating education.It was detected, at the end of this study, that students are questioned by family, church, school and express three main behaviors: silencing, seeking an end to violence and freedom to be who they truly are.