Engajamento de Estudantes do Ensino Médio Diante de Uma Sequência Didática Sobre Educação Sexual

• Autor(a) principal: Vasco, Thiago Mendes da Silva
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/17405
• topic: Área(s) do conhecimento do documento (Tabela CNPq); Ensino por investigação; IST; adolescência; sexualidade; subject.br-rjbn

Sexuality is part of human life and it is in adolescence that it becomes more evident and, in this context, school then becomes a suitable environment to discuss the vulnerabilities that our young people face, such as early pregnancy, menstrual poverty and Sexually Infectious Diseases. Transmissible. Due to the fact that teenagers start their sexual life at an increasingly earlier age, it is possible to see the impacts of this early sexual life in the classroom. In view of this, a didactic sequence is proposed for adolescent students aged between 16 and 18 years old in the 2nd year of the New High School with activities that address topics related to adolescents' vulnerable situations, such as: I) Teenage Pregnancy; II) Menstruation and Menstrual Poverty; III) Sexually Transmitted Infections and IV) Contraceptive Methods. With the aim of identifying, categorizing and discussing the students' levels of behavioral, cognitive and emotional engagement, a narrative was made of the main events that occurred throughout the implementation of the activities in the classroom. The activities included games, dynamics, reading texts, researching the prices of items for newborns, making models and flowcharts. It was possible to verify several indicators of engagement at all levels (behavioral, cognitive and emotional) such as Involvement in solving tasks, Observation and adherence of students to the norms and agreements established in the group and in the class as a whole; Effort, persistence and concentration in resolution and tasks; Cognitive investment in understanding the phenomena focused on by the task; Joy, Happiness, Pride and Boredom as well as the lack of engagement in extracurricular activities. It was also possible to conclude that engagement is a necessary condition for investigative activities and this teaching proposal is not viable without the protagonism and intellectual presence of students.