Sexualidade no contexto escolar: concepções e práticas sobre sexualidade entre orientadores educacionais (1990-2020)

• Autor(a) principal: Limia, Juliana Pereira
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/15225
• topic: Gênero; Sexualidade; Orientação Educacional; Educação Sexual Emancipatória

Sexuality is still a controversial issue, causing discomfort among many education professionals. Since the publication of the National Curriculum Parameters (PCN) and other subsequent documents, including the National Guidelines for the Pedagogy course, the topic of sexuality could be addressed in a transversal way, ensuring the teachers' work; however, with the new National Education Plan and the construction of the new National Common Curricular Base (BNCC), gender and sexuality issues were partially removed from the curriculum proposals for basic education. Even though the theme of sexuality has been little approached in the curriculum prescribed, there are countless occasions when educational counselors must take actions in the school routine regarding this subject. The educational counselor can be a mediator within the school, dealing with this tension, as long as she/he has theoretical support and the correct tools to make this happen, thus encouraging teachers concerning this work. Some questions guided the research: Was sexuality addressed in some way by the educational counselors? Were the actions limited to the appearance of the episodes, or did they imply intentionality and planning? The research had the general objective of analyzing educational counselors' practices on sexual education with children and adolescents. As specific objectives, we sought to identify the educational counselors' practices in the school context regarding sexuality; and to interpret and analyze the worldviews and in which theoretical basis they were anchored within the studies of sexuality, gender, and sex. The theoretical framework for this research and analysis includes the use of the categories of gender relations and the feminist studies from a historical and dialectical materialist perspective. As a theoretical framework, Marxist references from E.P. Thompson (1981), Konder (2008) and Tonet (2014) were adopted; for dialogue regarding the educational and political context in Brazil, Saviani (2003), Fontes (2013) and Simionatto (1997); on public policies on sexuality and gender, Viana and Unbehaum (2016); on the historical context of educational guidance, Grinspun (2003); for gender and feminism, Biroli (2018), Garcia (2015) and Cruz (2014); on sexuality, Reich (1974, 2001), Foucault (1993,1999); sex education, Figueiró (2010; 2014) and Nunes (1996), and other works found in the production survey on the theme. The research was carried out through semi-structured interviews with three educational counselors working in State and Municipal public schools of Santa Catarina. The analyses and results indicate that the educational counselors interviewed work at school with issues of sexuality within the emancipatory approach of Sexual Education through the student’s critical education; they act with children and adolescents through direct interventions that involve projects, and indirect interventions with daily and affirmative practices in the themes of gender and sexuality. Even in the face of difficulties and setbacks in public policies in relation to gender and increased families' fear on the subject, it is possible to observe the continuity of good practices from educational counselors with solid sexual education background and an emancipatory conception that seeks social transformations. Keywords: Gender; Sexuality; Educational Counseling; Sex Education Emancipatory.