Dialogue and transformation: embracing sexual diversity in the educational context
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/21415 |
Resumo: | Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes – relational engagement and focus on the process – set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of “intelligibility communities” and “dialogue,” as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities. Keywords: sexual education; gender and sexuality; teacher training; dialogue; social constructionism. |
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Educar em Revista |
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Dialogue and transformation: embracing sexual diversity in the educational context Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes – relational engagement and focus on the process – set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of “intelligibility communities” and “dialogue,” as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities. Keywords: sexual education; gender and sexuality; teacher training; dialogue; social constructionism.UFPRMoscheta, Murilo dos SantosMcNamee, SheilaSantos, Jucely Cardoso dos2011-04-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/21415Educar em Revista; v. 27, n. 39 (2011); p. 103-122Educar em Revista; v. 27, n. 39 (2011); p. 103-122Educar em Revista; v. 27, n. 39 (2011); p. 103-1221984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/21415/14115https://revistas.ufpr.br/educar/article/view/21415/30958info:eu-repo/semantics/openAccess2017-06-28T23:54:47Zoai:revistas.ufpr.br:article/21415Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-28T23:54:47Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Dialogue and transformation: embracing sexual diversity in the educational context |
title |
Dialogue and transformation: embracing sexual diversity in the educational context |
spellingShingle |
Dialogue and transformation: embracing sexual diversity in the educational context Moscheta, Murilo dos Santos |
title_short |
Dialogue and transformation: embracing sexual diversity in the educational context |
title_full |
Dialogue and transformation: embracing sexual diversity in the educational context |
title_fullStr |
Dialogue and transformation: embracing sexual diversity in the educational context |
title_full_unstemmed |
Dialogue and transformation: embracing sexual diversity in the educational context |
title_sort |
Dialogue and transformation: embracing sexual diversity in the educational context |
author |
Moscheta, Murilo dos Santos |
author_facet |
Moscheta, Murilo dos Santos McNamee, Sheila Santos, Jucely Cardoso dos |
author_role |
author |
author2 |
McNamee, Sheila Santos, Jucely Cardoso dos |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Moscheta, Murilo dos Santos McNamee, Sheila Santos, Jucely Cardoso dos |
dc.subject.none.fl_str_mv |
|
description |
Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes – relational engagement and focus on the process – set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of “intelligibility communities” and “dialogue,” as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities. Keywords: sexual education; gender and sexuality; teacher training; dialogue; social constructionism. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-04-29 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/21415 |
url |
https://revistas.ufpr.br/educar/article/view/21415 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/21415/14115 https://revistas.ufpr.br/educar/article/view/21415/30958 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 27, n. 39 (2011); p. 103-122 Educar em Revista; v. 27, n. 39 (2011); p. 103-122 Educar em Revista; v. 27, n. 39 (2011); p. 103-122 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
_version_ |
1799711897004539904 |