Psicologia escolar, desenvolvimento humano e sexualidade: projetos de orientação sexual em instituições educacionais

• Autor(a) principal: Meira, Marisa Eugênia Melillo [UNESP]
• Data de Publicação: 2006
• Outros Autores: Queiroz, Any Bicego [UNESP], Oliveira, Izabela Assis de [UNESP], Moraes, Roberta Quirino [UNESP], Oliveira, Thaís Helena [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://ojs.unesp.br/index.php/revista_proex/article/view/199; http://hdl.handle.net/11449/143382
• topic: Sexual orientation; School psychology; Sexuality; Human development; Education; Orientación sexual; Psicología escolar; Sexualidad; Desarrollo humano; Educación; Humanas; Educação; Orientação sexual; Psicologia escolar; Sexualidade; Desenvolvimento humano; Educação

The objective of this paper is to present some reflections brought up by sexual orientation projects developed in public schools. By considering the concept of sexuality as the expression of social, cultural and historical conditions in which individuals are inserted, the general objective of this work was to allow a scientific view, as wide and deep as it could be in regard to sexuality; as well as, to provide information, to promote discussions, to question current ideas, and to promote the resignification of the information and the incorporated life values in the life of each child and young. In this sense, the sexual orientation took into account the sexual development, that is, the reproductive health, relationship among people, affectivity, corporal image, self-esteem and gender relationship it also focused on the physiological, sociological and psychological dimensions of sexuality. Several professionals can act as sexual advisors; however, this paper will analyze the peculiarities of this kind of work when developed by professionals of Psychology. This work involved activities with the students, the families and the teachers. There were weekly 1 hour and 30 minute meetings with the students within the regular school hours during the whole school year of 2004. When the work was done directly inside the classrooms the teachers participated while the activities were applied to the students. The teachers, in that case, also took part in weekly meetings in order to prepare and evaluate activities together with the researchers. The work with the families was accomplished through visits to their houses and bimonthly meetings at the school. The positive results reinforce the idea that the schools should assume a clear commitment to the development of projects on sexual orientation. In this way, it is fundamental that public policies be created so as to guarantee the necessary formation for advisors. In this context, the universities, especially the public ones, can play an important role.