A educação sexual nos documentos curriculares e na perspectiva de professores do ensino fundamental

• Autor(a) principal: Vicente, Luciane da Silva
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2474
• topic: educação sexual; ensino fundamental; currículo; professores; BNCC; sex education; elementary school; curriculum; teachers; BNCC; educación sexual; educación primaria; currículo; maestros; BNCC; CIENCIAS HUMANAS::EDUCACAO

The present research has as its study object the debate about sex education in the contemporary school context. Sex education was a widely debated topic and was included in the preliminary versions of the BNCC. However, the incisive performance of the conservative political benches, culminated in the removal of the concepts of gender and sexual orientation, failing to highlight important dimensions in the final document. The investigation aims, as a general objective, to identify, analyze and comprehend the aspects of sexual education present in the narratives of elementary school teachers in the current context of disputes of narratives and discourses. The specific objectives are: to map and analyze official documents that guide the approach of sex education in elementary school; to show how teachers from different areas of knowledge appropriate the political debate on sex education; to analyze how the concept of sex education is incorporated by teachers in their narratives about their teaching practices and, how the sexuality theme, diluted in the final version of the BNCC, is defended, criticized or ignored by the educators participating in the research. To achieve this goal, in addition to bibliographic research and document review, our analysis axis includes a set of semi-structured interviews with eight public school teachers from the State and Municipality of São Paulo. For data analysis, we sought the articulation between qualitative research techniques and Discourse Analysis, guided by the policy cycle formulated by Stephen Ball and Richard Bowe. The examination of the interviews revealed that there are different conceptions of sex education among the teachers participating in the research, such understandings are influenced by the values that make up the sexual culture of a given time, in different contexts and by different ideologies that are preached in the most diverse networks of social interactions. Although there is much to be done for sex education to have a positive acceptance in society, the testimonies obtained in the interview process offer hope that the structures of inequality and injustice are transformed through initiatives such as those described here. These are attitudes that contribute to the denaturalization of homophobia and to the eradication of prejudices in the realms of human consciousness and affectivity.