Educação e orientação sexual na educação básica: gênero e sexualidade na produção acadêmico-científica brasileira no período de 2006 a 2015

• Autor(a) principal: Costa, Zuleika Leonora Schmidt
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional do Centro Universitário La Salle
• Texto Completo: http://hdl.handle.net/11690/926
• topic: Educação; Educação sexual; Orientação sexual; Gênero; Sexualidade

This qualitative research, of a theoretical nature, is a systematic review. The present research is inserted in the Research Line "Training of Teachers, Theories and Educational Practices" of the Post-Graduation Program in Education of La Salle University and aims to analyze the descriptors Sexual Education, Sexual Orientation, Sexuality and Gender in Basic Education in Brazil, present in publications published in national journals written in Portuguese in the period 2006-2015. The investigative corpus will be composed of publications published in national journals in the area of evaluation of Education, written in Portuguese Language, at the Scielo Educa database. Data analysis was performed through Content Analysis (BARDIN, 1988). At the end of this research, it is noticed that the publications in articles of scientific journals in the Scielo-Educa database have provided a consistent overview of how Sexual Education, Sexual Orientation, Sexuality and Gender in Brazilian Education have been presented. The data analyzed in categories and subcategories show that education or sexual orientation, in the perspectives of Sexuality and Gender in Brazil, presents difficulties both in the preparation and knowledge as in the initial and continued formation of the educators and educators to work with these themes in the Brazilian school education . The content and pedagogical knowledge is limited, and to a large extent, it is an anatomo-biological position of sexuality essentially directed to a perspective of prevention of sexual diseases, pregnancy and contraceptive methods. Most of the proposals and interventions of teachers at work in schools on sexuality and gender are used to argue what is natural or not, how should gender and sexual identities be exercised, according to a heteronormative notion of the human being. With regard to teacher training specific to these themes, the articles presented different proposals and a significant number of studies citing CPNs (National Curricular Parameters - Sexual Orientation) among other documents, policies and regulations as guides of these formations, indicating programs and courses to teachers in a more integral and resizing form of sexuality and gender in its different aspects that Sexual Education should advocate in schools. The data reveal the difficulty in working with ES, and several studies demonstrate the lack of knowledge, silence and difficulties of educators in dealing with the themes of Sexuality and Gender with their students, which is in contradiction to the conception of PCNs who postulate a sexual orientation that considers the pursuit of pleasure, feelings and desires as an integral part of this process, valuing self-training and individual rights, as well as respect for diversity and sexual expressions.