Educação sexual: práticas pedagógicas em aulas de Ciências de escolas da Diretoria de Ensino de Votorantim

• Autor(a) principal: Rodrigues, Viviani Aparecida da Silva
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/8405
• topic: Educação sexual; Prática de ensino; Professores - formação; Sex instruction; Student teaching; Teachers - In-service training; Teachers, Training of; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The way sexuality manifests itself is the product of a social, historical and cultural process, which goes beyond the biological dimension and it is evident in society through behaviors, attitudes and norms. During adolescence, when the values of an individual are consolidated, sexuality is strongly influenced by the media through the several possibilities of accessing information and dynamisms of social networks. Teaching and learning about sexuality, a process herein called Sexuality Education / SE, is a duty of various segments of society and mainly of educational institutions as they have an intentional and systematic duty of fully forming an individual. Therefore, SE taught in schools should preferably promote the students' autonomy under an emancipatory perspective, so they can fully enjoy their sexuality. With the aim of knowing and analyzing SE pedagogical practices adopted by Science teachers and checking how continuing education interferes in their conceptions and attitudes in Science classes, a quantitative and qualitative research was conducted with a group of teachers from the Educational Board of Votorantim / SP. Acting as continuing education teacher, the researcher sat in the classes and suggested continuing education meetings (Technical Guidelines / TG). In order to answer the research questions, an exploratory study was carried out with a questionnaire for 23 Science teachers to answer. Later, interviews with 7 of these teachers were held in order to obtain data for the research. The data was analyzed based on categories defined by descriptors and having the analysis of the discourse as reference. On the other hand, the same syllabus that limits also legitimates the teachers' proposals regarding their difficulties. Teachers who participated in this research reported in their speeches and practices biological-hygienic and/or moral-traditionalist approaches that are not consistent with an emancipatory approach. Based on the results of this research, it is suggested that the SE can be extended to other grades and that teachers' continuing education must be stimulated in order to encourage their moral position to be able to face their pedagogical challenges.