Educação Sexual: Uma Sequência Didática Para a Eja De Uma Escola De Assentamento

Dias, Danielly Ferreira; Sposito, Neusa Elisa Carignato

doi:10.1590/0102-4698231147

Cited by 4 publications

(2 citation statements)

References 3 publications

(12 reference statements)

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“…In addition, the imprisoned women in question were students at a prison school and the content on STIs may have been worked on in a previous period and in a transversal way, as part of YAE activities and within the scope of knowledge areas such as Natural Sciences, as provided by the Common National Curriculum Base [ 22 , 23 ]. However, if the game was able to increase knowledge about STIs in this context, it is possible that it will present more expressive results if the baseline knowledge levels are lower.…”

Section: Discussionmentioning

confidence: 99%

Effect of a board game on imprisoned women’s knowledge about sexually transmitted infections: a quasi-experimental study

et al. 2023

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Introduction Board games can be used as a playful educational practice in the teaching and learning process, as they constitute an educational technology that can be a source of health knowledge and an aid in decision-making. The objective of this research was to assess the effect of a board game on imprisoned women’s knowledge about STIs. Methods A quasi-experimental study was conducted in 2022 with 64 imprisoned women who were students at a school located in a prison unit from the city of Recife, state of Pernambuco, Brazil. A 32-item instrument was used to assess knowledge about sexually transmitted infections before, immediately after the intervention and at 15 days. The intervention consisted in applying the Previna board game in a classroom. All the analyses were performed in the Stata software, version 16.0, with a 5% significance level. Results The knowledge mean in the pre-test was 23.62 (± 3.23) points, whereas it rose to 27.93 (± 2,28) in the immediate post-test, dropping to 27.34 (± 2.37) (p < 0.001) in post-test 2, which was performed 15 days after the intervention. There was a statistically significant difference in the means obtained between the pre-test and the immediate post-test (p < 0.001), with a difference of 4.241 points, as well as between the pre-test and post-test 2 (p < 0.001), a difference of 3.846 spots. Conclusions The Previna board game significantly increased its players’ knowledge about STIs, and such increase in knowledge remained significant during the follow-up period.

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Section: Discussionmentioning

confidence: 99%

Effect of a board game on imprisoned women’s knowledge about sexually transmitted infections: a quasi-experimental study

et al. 2023

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“…Nowadays, the PCN proposal has been replaced by that of the Common National Base Curriculum (BNCC). However, in its latest version, approved in December 2017, the BNCC excludes gender issues due to the efforts of lawmakers and conservative groups in Brazil to suppress holistic and comprehensive approaches to education on gender and sexuality in primary and secondary public schools (Dias & Sposito, 2021). Teachers must address these issues to answer students' questions and to comply with federal and state laws and policies that mandate comprehensive SE instruction (National Curriculum Guidelines for Elementary Education [Ministério da Educação do Brasil, 2013] and Technical Note n.º 32/2015 -CGDH/DPEDHUC/SECADI/ MEC [Ministério da Educação do Brasil, 2015]).…”

Section: Introductionmentioning

confidence: 99%

Sex education: Knowledge, comfort, motivation, and involvement of elementary school teachers in São Paulo, Brazil

Anice,

Serrão,

Marques

2023

RPE

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The degree of knowledge, comfort, motivation, and involvement of elementary school teachers in promoting sex education (SE) in schools must be evaluated by considering their age, initial academic foundation in SE, and religious beliefs. A cross-sectional study was conducted among 396 teachers in Brazil, most of whom were women (77.53%) and Catholic (47.73%). The data revealed moderate knowledge, high comfort, high motivation, and insufficient involvement in pedagogical practice, but sufficient as pedagogical function. No relationship was observed between the teachers’ age and their initial academic education for the variables analyzed, but religious beliefs influenced all the variables except for comfort. Teachers presented moderate knowledge regarding legislation and ministerial guidelines on SE and high comfort and motivation in approaching the theme of SE. The study found moderate practical involvement in specific SE actions, and the teachers agreed that it was their responsibility to be involved. Religious beliefs significantly affected the variables studied. This study expands the theme of SE beyond purely biological and preventive aspects. Regarding education, it contributes to research by generating attitudinal and behavioral data in addition to exclusively qualitative ones, bridging the gap between health and education.

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A importância das estratégias didáticas no ensino-aprendizagem de Ciências na Educação de Jovens e Adultos e na Educação do Campo

Simões,

Rocha

2023

Rev. Bras. Educ. Camp.

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A Educação de Jovens e Adultos (EJA) tem a finalidade de proporcionar a todos que possuem algum atraso escolar, o ingresso em uma instituição de ensino pública. A Educação do Campo (EC), por sua vez, é uma modalidade de ensino voltada aos moradores do campo, sejam eles de acampamentos, assentamentos ou simplesmente da zona rural. A escolha de estratégias adequadas para o ensino de jovens e adultos e para a educação do campo são fundamentais ao bom desenvolvimento do processo de ensino-aprendizagem. Diante disso, este trabalho teve como objetivo analisar as estratégias didáticas mais utilizadas pelos professores (as) de Ciências na modalidade EJA e Educação do Campo, identificando se tais estratégias auxiliam ou não durante as aulas. Foi realizado um levantamento bibliográfico em bases de dados on-line, cujas ferramentas de busca foram o Portal de Periódicos CAPES/MEC e o SciELO. Como resultados identificou-se que, em alguns artigos, as estratégias didáticas utilizadas trouxeram resultados positivos, enquanto em outros, as estratégias utilizadas não auxiliaram na construção do conhecimento. Observou-se ademais, que as estratégias utilizadas em ambas as modalidades de educação, devem estar voltadas à realidade dos alunos. Palavras-chave: educação campesina, estratégias de ensino, estratégias didáticas, ensino de jovens e adultos. Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality. Keywords: rural education, teaching approaches, didactic approaches, young and adults teaching. La importancia de las estrategias didácticas en la enseñanza-aprendizaje de las ciencias en la Educación de Jóvenes y Adultos y en la Educación Rural RESUMEN. El objetivo de la Educación de Jóvenes y Adultos (EJA) es facilitar el acceso a un centro de enseñanza pública a todas las personas con retraso escolar. La Educación en el Campo (EC), por su parte, es un tipo de educación dirigida a los habitantes de las zonas rurales, ya vivan en campamentos, asentamientos o simplemente en zonas rurales. La elección de estrategias adecuadas para la enseñanza de jóvenes y adultos y para la educación rural son fundamentales para el desarrollo exitoso del proceso de enseñanza-aprendizaje. Teniendo en cuenta esto, el objetivo de este estudio fue analizar las estrategias didácticas más utilizadas por los profesores de ciencias en la modalidad de EJA y educación rural, identificando si estas estrategias ayudan o no durante las clases. Se realizó un relevamiento bibliográfico en bases de datos online, cuyas herramientas de búsqueda fueron el Portal de Revistas CAPES/MEC y SciELO. Los resultados mostraron que, en algunos artículos, las estrategias didácticas utilizadas trajeron resultados positivos, mientras que en otros, las estrategias utilizadas no ayudaron en la construcción del conocimiento. También se observó que las estrategias utilizadas en ambos tipos de enseñanza deben estar orientadas a la realidad de los alumnos. Palabras-clave: educación campesina, estrategias de enseñanza, estrategias didácticas, educación de jóvenes y adultos. Palavras-chave: Educação campesina. Estratégias de Ensino. Estratégias didáticas. Ensino de Jovens e Adultos.

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Educação Sexual: Uma Sequência Didática Para a Eja De Uma Escola De Assentamento

Cited by 4 publications

References 3 publications

Effect of a board game on imprisoned women’s knowledge about sexually transmitted infections: a quasi-experimental study

Effect of a board game on imprisoned women’s knowledge about sexually transmitted infections: a quasi-experimental study

Sex education: Knowledge, comfort, motivation, and involvement of elementary school teachers in São Paulo, Brazil

A importância das estratégias didáticas no ensino-aprendizagem de Ciências na Educação de Jovens e Adultos e na Educação do Campo

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