The approach of sexuality and gender in the discipline sciences in the curriculum of São Paulo: analysis of teacher's and student's notebook

• Autor(a) principal: de Paula, Gabrielly Nunes
• Data de Publicação: 2020
• Outros Autores: Miranda, Meiri Aparecida Gurgel de Campos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/10920
• topic: Educação; Ensino-aprendizagem; Educação em Sexualidade; Gênero; Ciências; Currículo de São Paulo; Sexuality Education; Gender; Sciences; Curriculum; São Paulo.

This study aimed to identify the conceptions of sexuality and sexuality education presented in the material of São Paulo Curriculum for Science Education, of the 8th grade, from the analysis of the orientations to the teachers and the suggested strategies and contents. This is a documentary research whose object of analysis was volume 1 of Teacher's and Student's Science Notebook of 7th grade / 8th grade of middle school. For such, we used as analysis referential the dimensions of sexuality; we identified if and how the material under study addresses gender issues and we discussed limits and possibilities of the proposal, within an emancipatory perspective of Sexuality Education. The analysis evidenced the predominance of the biological dimension in the selected learning situations, which is in line with the expectations for a science curriculum. However, in several passages, there are guidelines for teachers and activities that address sociocultural and/or psychological aspects of sexuality. The learning situation about safe sex presented the largest amount of excerpts that address sociocultural and psychological aspects, highlighting individual components of vulnerability. On the other hand, the learning situation that deals with teenage pregnancy privileges the informative aspect, leaving aside the fundamental psychological and sociocultural factors to bring about reflection. We also observed that the approach to sexuality is broader in orienting teachers than in student material. Even with the limitations of the materials studied, it is possible to practice an emancipatory sexuality education, which brings about the creation of spaces for speech, listening and reflection in class, overcoming the information aspect that has long been criticized. To do so, initial and continuing training needs to sensitize teachers to the complexity of the topic and prepare them for the task.