Educação sexual e sexualidade: narrativas, dos/as professores/as de ciências de uma escola pública em Fonte Boa-AM

Abstract

The main objective of this study is to analyze the teaching narratives produced (or not) by Elementary School Science teachers on Sexual Education in a municipal school in Fonte Boa - AM. This research required an understanding of the educational policies aimed at sexual education in the school environment, as it is a highly relevant topic that needs to be discussed in all schools in our country. The research problem corresponds to the question: How has the topic of Sexual Education been addressed in legal documents over the years, and what are the perceptions, challenges and pedagogical practices of Elementary School Science teachers regarding the topic of Sexual Education? We propose to establish the qualitative approach described by (Minayo, 2012) as the type of research. To obtain the results, a document analysis and narrative interviews will be carried out as a way of involving different dimensions of the research object, and finally the interviews will be analyzed based on Thematic Analysis (Braun and Clarke, 2006). Initially, a bibliographic survey was carried out using the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), which provided a global view of the research developed in the last 11 (eleven) years, on Sexual Education and Science Teaching and the state of knowledge, referring to the years 2012 to 2023, as well as an analysis of legal documents and educational policies focused on the theme in question. The empirical research will be carried out at the Francisca Creuza Martins de Paula Municipal School, in the city of Fonte Boa-AM. The theoretical framework adopted is supported by the reflections of Figueiró (2006), Vitiello (1995), Oliveira (2017), Borges (2016), Silva (1995), among other scholars and researchers who portray sexual education in Brazil and in the world. Regarding the results obtained through the narrative interviews, we can observe that the perceptions of science teachers related to the topic of Sexual Education are focused on issues of information and prevention, and unwanted situations such as: teenage pregnancy, sexual abuse and violence, and sexually transmitted infections (STIs). In view of this, in the approaches to the topic of Sexual Education in science classes, we can observe that all teachers approach the topic in a didactic way, through: video classes, presentation of seminars and playful material, showing students its positive and negative points. Regarding the teaching resources and materials used by science teachers, we can observe that they use various materials in their classes such as: expository classes, use of textbooks, debates, conversation circles, video classes, seminars, posters, folders and whiteboards. Regarding the approaches considered most relevant when addressing issues of Sex Education in the classroom, it was possible to identify that science teachers are concerned with sexual issues related to the body, such as: teenage pregnancy, sexual abuse and sexually transmitted infections (STIs). Regarding the continuing education of science teachers, we can observe that the vast majority of the participants in the research only attended lectures and seminars, which shows us the need for continuing education for teachers to explain the content in the classroom about Sex Education, and to make them confident in discussions with students. Thus, it was possible to identify some of the biggest problems and challenges faced in schools, regarding the topic of Sex Education, such as: resistance from families, prejudice, fear and lack of knowledge. Therefore, we can see that even with many prejudices and taboos related to sexuality, it is possible to work on Sexual Education in the classroom through activities that are viable and can favor the teaching of the subject, such as didactic resources, student awareness and reflective practice.