Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16535 |
Resumo: | In this research we try to verify which is the knowledge on Sexuality that sustains the social representations of Sexual Education in the everyday life of 56 teachers from public schools in Cuiabá - Mato Grosso, interviewed in year 2006. The interdisciplinary dimension of the Theory of Social Representations (MOSCOVICI, 1978; JODELET, 2001) has enabled us to make an articulation with references of Foucault (2007). Considering the complex nature of the objects, we have sorted out the discursive materials, initially processed by the Alceste software, and have subsequently used the Content Analysis for Sexuality data only. The results outlined by the three classes of words reveal that the production of knowledge on sexuality happens in view of the sexual doubts of students and curiosities on the sexuality of teachers. These, when talking about the other talk about themselves and manifest aspects of their social practices and interactions not always dialogical because they remain between question and answer. Teachers self-assess themselves as unqualified, and anchor their restlessness on the word embarrassed when expressing their opinion on the compartmented education. Feelings, values and opinions have surrounded the symbolic role of the representation of sexuality starting from incidents that mediate the relations. There are five classes that guide the lexical analysis of Sexual Education. Knowledge and Precepts deal with sporadic actions that share space with Sexual Health actions. The transversality objectified in Science and Biology seems to associate sexuality with anatomical and physiological aspects corroborated by other results. These subjects, counterbalanced by the Portuguese Language discipline, show affinity to discuss this theme. Teachers analyze that the teaching of sexuality requires systematization, but no projects exist. Social representations of Sexual Education are anchored on values such as the family, which sets limits; the media, represented by the negative nature, which stirs up more than teaches; the naked truth confronts the world objectified in diseases and precocity of adolescents. The school, less frequently, emerges with the psychopedagogical ideal of teaching to value body and life. Sexuality topics proliferate and are spread within the school context, in view of dialogue-encouraging episodes that happen inside it. However, just as the theme is not much shared with students, the co-workers are also not always called to share the anxieties they experience, save when these extrapolate cases of student pregnancy. In fortuitous events that involve parents, these seem to break the social rules of the secret on sex, which is perpetuated in the school and the family. The speech returns on the educators involved, who sometimes, feeling guilty and surprised, receive the burden of the responsibility, as if it were a transgression to discuss the subject. Therefore, in an attempt to organize elements that form the SR of Sexual Education, we would say that they are seized from three scopes: sexuality and knowledge, where we observe the form of interaction starting from communication and practices; sexuality and education, which catch a glimpse of the professional identity aspects, and sexuality and socio-cultural environment, where deponents support each other to mold the building of the Sexual Education object circled by mental, socio-cognitive and affective aspects |
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Sousa, Clarilza Prado dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777292D0Oliveira, Rita Aparecida Pereira de2016-04-28T20:57:57Z2009-07-202009-05-20Oliveira, Rita Aparecida Pereira de. Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009. 2009. 336 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/16535In this research we try to verify which is the knowledge on Sexuality that sustains the social representations of Sexual Education in the everyday life of 56 teachers from public schools in Cuiabá - Mato Grosso, interviewed in year 2006. The interdisciplinary dimension of the Theory of Social Representations (MOSCOVICI, 1978; JODELET, 2001) has enabled us to make an articulation with references of Foucault (2007). Considering the complex nature of the objects, we have sorted out the discursive materials, initially processed by the Alceste software, and have subsequently used the Content Analysis for Sexuality data only. The results outlined by the three classes of words reveal that the production of knowledge on sexuality happens in view of the sexual doubts of students and curiosities on the sexuality of teachers. These, when talking about the other talk about themselves and manifest aspects of their social practices and interactions not always dialogical because they remain between question and answer. Teachers self-assess themselves as unqualified, and anchor their restlessness on the word embarrassed when expressing their opinion on the compartmented education. Feelings, values and opinions have surrounded the symbolic role of the representation of sexuality starting from incidents that mediate the relations. There are five classes that guide the lexical analysis of Sexual Education. Knowledge and Precepts deal with sporadic actions that share space with Sexual Health actions. The transversality objectified in Science and Biology seems to associate sexuality with anatomical and physiological aspects corroborated by other results. These subjects, counterbalanced by the Portuguese Language discipline, show affinity to discuss this theme. Teachers analyze that the teaching of sexuality requires systematization, but no projects exist. Social representations of Sexual Education are anchored on values such as the family, which sets limits; the media, represented by the negative nature, which stirs up more than teaches; the naked truth confronts the world objectified in diseases and precocity of adolescents. The school, less frequently, emerges with the psychopedagogical ideal of teaching to value body and life. Sexuality topics proliferate and are spread within the school context, in view of dialogue-encouraging episodes that happen inside it. However, just as the theme is not much shared with students, the co-workers are also not always called to share the anxieties they experience, save when these extrapolate cases of student pregnancy. In fortuitous events that involve parents, these seem to break the social rules of the secret on sex, which is perpetuated in the school and the family. The speech returns on the educators involved, who sometimes, feeling guilty and surprised, receive the burden of the responsibility, as if it were a transgression to discuss the subject. Therefore, in an attempt to organize elements that form the SR of Sexual Education, we would say that they are seized from three scopes: sexuality and knowledge, where we observe the form of interaction starting from communication and practices; sexuality and education, which catch a glimpse of the professional identity aspects, and sexuality and socio-cultural environment, where deponents support each other to mold the building of the Sexual Education object circled by mental, socio-cognitive and affective aspectsNesta pesquisa procuramos verificar quais são os saberes sobre Sexualidade que sustentam as representações sociais de Educação Sexual no cotidiano de 56 professores de escolas públicas de Cuiabá-MT, entrevistados no ano de 2006. A dimensão interdisciplinar da Teoria das Representações Sociais (MOSCOVICI, 1978; JODELET, 2001) possibilitou uma articulação com os referenciais de Foucault (2007). Considerando o caráter complexo dos objetos, selecionamos os materiais discursivos, inicialmente processados pelo software Alceste, e, posteriormente, servimo-nos da Análise de Conteúdo somente para os dados de Sexualidade. Os resultados delineados pelas três classes de palavras revelam que a produção dos saberes de sexualidade acontece em função das dúvidas sexuais dos alunos e curiosidades sobre a sexualidade dos professores. Estes, ao falar do outro falam de si e manifestam aspectos das suas práticas e interações sociais nem sempre dialógicas, pois ficam entre pergunta e resposta. Docentes se auto-avaliam desqualificados e ancoram suas intranqüilidades na palavra constrangida ao opinarem sobre sua formação compartimentada. Sentimentos, valores e opiniões circundaram a função simbólica da representação de sexualidade a partir dos incidentes que medeiam as relações. Cinco classes orientam a análise lexical de Educação Sexual. Saberes e Preceitos versam sobre ações esporádicas, que dividem o espaço com as ações de Saúde Sexual. A transversalidade, objetivada em Ciências e Biologia, parece associar sexualidade aos conhecimentos anátomo-fisiológicos corroborados por outros resultados. Contrabalançadas por Português, estas disciplinas se mostram com afinidade para discutir este tema. Docentes analisam que o ensino de sexualidade exige sistematização, mas os projetos são inexistentes. As RS de Educação Sexual são ancoradas em valores como a família, que prescreve limites; a mídia, representada pelo caráter negativo, mais incita que ensina; contrapõe o mundo, a realidade nua e crua objetivada pelas doenças e a precocidade dos adolescentes. A escola, menos freqüente, aparece com o ideal psicopedagógico de ensinar valorização do corpo e da vida. No contexto da escola circula a proliferação e disseminação dos assuntos de sexualidade, em função dos episódios motivadores de diálogo que acontecem no seu interior. Entretanto, assim como o tema aparece pouco partilhado com os alunos, os colegas de profissão também nem sempre são chamados para dividir ansiedades que vivenciam, exceto quando extrapolam casos de gravidez das alunas. Nas ocorrências fortuitas que envolvem os genitores, estes parecem quebrar as regras sociais do segredo sobre sexo, que perpetua na escola, e na família. O discurso retorna sobre os educadores envolvidos, que, às vezes, sentindo-se culpados, surpresos, recebem sobre si o fardo da responsabilidade como fosse uma transgressão discutir o assunto. Deste modo, em uma tentativa de organizar elementos que constituem as RS de Educação Sexual diríamos que eles são apreendidos a partir de três âmbitos: sexualidade e conhecimentos, em que observamos a forma de interação a partir da comunicação e práticas; sexualidade e formação, que vislumbram aspectos da identidade profissional, e, sexualidade e meio sociocultural, em que os depoentes se apóiam para modelar a construção do objeto Educação Sexual contornada pelos aspectos mentais, sociocognitivos e afetivosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32743/Rita%20Aparecida%20Pereira%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaProfessoresSexualidadeEducacao sexual -- Cuiaba, MTProfessores -- Cuiaba, MTRepresentacao socialSexoTeachersSexualitySexual educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALRepresentações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRita Aparecida Pereira de Oliveira.pdf.txtRita Aparecida Pereira de Oliveira.pdf.txtExtracted texttext/plain836796https://repositorio.pucsp.br/xmlui/bitstream/handle/16535/3/Rita%20Aparecida%20Pereira%20de%20Oliveira.pdf.txt8f66e06588aab50a003142bd9bff356dMD53ORIGINALRita Aparecida Pereira de Oliveira.pdfapplication/pdf2150206https://repositorio.pucsp.br/xmlui/bitstream/handle/16535/1/Rita%20Aparecida%20Pereira%20de%20Oliveira.pdf957ba297a328cf05febea09db1e6f58aMD51THUMBNAILRita Aparecida Pereira de Oliveira.pdf.jpgRita Aparecida Pereira de Oliveira.pdf.jpgGenerated Thumbnailimage/jpeg3870https://repositorio.pucsp.br/xmlui/bitstream/handle/16535/2/Rita%20Aparecida%20Pereira%20de%20Oliveira.pdf.jpg270e10e6da8aedce3e04a6329592b356MD52handle/165352022-04-27 16:36:49.947oai:repositorio.pucsp.br:handle/16535Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:36:49Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
title |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
spellingShingle |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 Oliveira, Rita Aparecida Pereira de Professores Sexualidade Educacao sexual -- Cuiaba, MT Professores -- Cuiaba, MT Representacao social Sexo Teachers Sexuality Sexual education CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
title_full |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
title_fullStr |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
title_full_unstemmed |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
title_sort |
Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009 |
author |
Oliveira, Rita Aparecida Pereira de |
author_facet |
Oliveira, Rita Aparecida Pereira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa, Clarilza Prado de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777292D0 |
dc.contributor.author.fl_str_mv |
Oliveira, Rita Aparecida Pereira de |
contributor_str_mv |
Sousa, Clarilza Prado de |
dc.subject.por.fl_str_mv |
Professores Sexualidade Educacao sexual -- Cuiaba, MT Professores -- Cuiaba, MT Representacao social Sexo |
topic |
Professores Sexualidade Educacao sexual -- Cuiaba, MT Professores -- Cuiaba, MT Representacao social Sexo Teachers Sexuality Sexual education CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Teachers Sexuality Sexual education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
In this research we try to verify which is the knowledge on Sexuality that sustains the social representations of Sexual Education in the everyday life of 56 teachers from public schools in Cuiabá - Mato Grosso, interviewed in year 2006. The interdisciplinary dimension of the Theory of Social Representations (MOSCOVICI, 1978; JODELET, 2001) has enabled us to make an articulation with references of Foucault (2007). Considering the complex nature of the objects, we have sorted out the discursive materials, initially processed by the Alceste software, and have subsequently used the Content Analysis for Sexuality data only. The results outlined by the three classes of words reveal that the production of knowledge on sexuality happens in view of the sexual doubts of students and curiosities on the sexuality of teachers. These, when talking about the other talk about themselves and manifest aspects of their social practices and interactions not always dialogical because they remain between question and answer. Teachers self-assess themselves as unqualified, and anchor their restlessness on the word embarrassed when expressing their opinion on the compartmented education. Feelings, values and opinions have surrounded the symbolic role of the representation of sexuality starting from incidents that mediate the relations. There are five classes that guide the lexical analysis of Sexual Education. Knowledge and Precepts deal with sporadic actions that share space with Sexual Health actions. The transversality objectified in Science and Biology seems to associate sexuality with anatomical and physiological aspects corroborated by other results. These subjects, counterbalanced by the Portuguese Language discipline, show affinity to discuss this theme. Teachers analyze that the teaching of sexuality requires systematization, but no projects exist. Social representations of Sexual Education are anchored on values such as the family, which sets limits; the media, represented by the negative nature, which stirs up more than teaches; the naked truth confronts the world objectified in diseases and precocity of adolescents. The school, less frequently, emerges with the psychopedagogical ideal of teaching to value body and life. Sexuality topics proliferate and are spread within the school context, in view of dialogue-encouraging episodes that happen inside it. However, just as the theme is not much shared with students, the co-workers are also not always called to share the anxieties they experience, save when these extrapolate cases of student pregnancy. In fortuitous events that involve parents, these seem to break the social rules of the secret on sex, which is perpetuated in the school and the family. The speech returns on the educators involved, who sometimes, feeling guilty and surprised, receive the burden of the responsibility, as if it were a transgression to discuss the subject. Therefore, in an attempt to organize elements that form the SR of Sexual Education, we would say that they are seized from three scopes: sexuality and knowledge, where we observe the form of interaction starting from communication and practices; sexuality and education, which catch a glimpse of the professional identity aspects, and sexuality and socio-cultural environment, where deponents support each other to mold the building of the Sexual Education object circled by mental, socio-cognitive and affective aspects |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-07-20 |
dc.date.issued.fl_str_mv |
2009-05-20 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:57Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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Oliveira, Rita Aparecida Pereira de. Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009. 2009. 336 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16535 |
identifier_str_mv |
Oliveira, Rita Aparecida Pereira de. Representações sociais sobre sexualidade e educação sexual: um estudo com professores da rede pública de ensino de Cuiabá-MT - 2005-2009. 2009. 336 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
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https://tede2.pucsp.br/handle/handle/16535 |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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