Supervisor escolar e professores que ensinam ciências: um estudo bibliográfico e documental como subsídio a uma formação crítica em educação sexual

• Autor(a) principal: Silva, Ediane da
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3602
• topic: Supervisão escolar crítica; Pensamento crítico; Educação sexual emancipatória; Formação de professores que ensinam ciências

The research was based on the justification of understanding how school supervisors can enhance the didactic-pedagogical practice of these professionals when intentionally developing the thematic sexuality in schools and what legislation insures them by right. We have worked with the hypothesis of that the official documents of Education aim at formation of critical and reflective citizens, who including they portray the need for an emancipatory approach of topic sexuality in school environments, which was confirmed, given the analyzes carried out. The problematizing issues arose from the author's experience as a school supervisor and a Biology teacher at realizing, in her empirical action, the fear and insecurity of other professionals, especially those who teach Sciences, of working on sexuality topics in schools. In this context, it is questioned how the school supervisors can subsidize the critical education in sexual education of teachers/those who teach Sciences through the bibliographical and documentary study of the Curricular Proposal of Santa Catarina and of the Political-Pedagogical Project of a town of the Santa Catarina State. It has had as aim objective looking into how the school supervisor could guide the critical pedagogical practice in sexual education to the teachers/those who teach Sciences, through the referred documents, thus finally unveiling possible contributions of School Supervision in the critical formation of teachers/those who teach Sciences in emancipatory sexual education processes. The epistemological paradigm used was the Historical-Dialectical Materialism defined as the guiding principle of the research. Of qualitative nature, it has set up in a bibliographical and documentary research that it was used the dialectical method of reality analysis. The data collection was deemed on the steps of Lima and Mioto (2007). And the analysis was followed the steps of content analysis, guided by Triviños (2012) and Bardin (2014). The elaboration of the indicators was made clear through the Declaration of Sexual Rights (WAS, 2014) and the FA2IA approach (VIEIRA; VIEIRA, 2005). It was selected two official documents: the Curricular Proposal of Santa Catarina (2014) and the Political-Pedagogical Project (2017) of a municipal school in the Santa Catarina State. The results obtained in the analysis of the excerpts indicate that sexual education can be worked out in an emancipatory perspective by the teachers in the classroom with the support of this document and that it can guide the (re)elaboration of the Political-Pedagogical Projects of the educational institutions, as well as strengthening and encouraging the supervisors, and teachers, to work, ensuring the students rights to have a democratic and quality education. The results of the Political-Pedagogical Project (2017) afford of possibilities of work in sexual education in an emancipatory perspective in Basic Schooling, especially in Early Childhood Education, where it was registered a bigger concern with the integral formation of the human being, in critical, and reflexive way. Investigated the legal aid and verified that School Supervision can develop pedagogical actions directed at promotion of critical thinking in processes of emancipatory sexual education, mainly in the continuing formation of teachers/those who teach science. Futheron, still, as a result the urgency and necessary continuing education of the school supervisors by themselves, and then they subsequently promote a continuous critical education for teachers/that in the face of the topic studied.