A sexualidade na compreensão de professores do ensino fundamental

Abstract

For we identify the form of the which the teachers of the Fundamental Teaching understand the sexuality /sex in the school, we tried to lift relative data to these subjects in the daily scholar verifying the position of the school front to that thematic one and as they work with this in the school context. Later on, we tried to develop an educational program with them, seeking to prepare them to work with the subject, in focus. This investigation is a qualitative research, humanist, by means of research-action consisting of a complementary statistical treatment for analysis of the partner-demographic data. The sample was constituted of 13 teachers of fundamental teaching of both sexes, of a State School, located in a city of the State of São Paulo, in which they accepted to participate in this investigation, after signature of the term of free and illustrious consent, approved in CEP of EERP-USP. It was adopted as inclusion approach, to be teacher of the place, in the teaching level (fundamental) and to participate voluntarily, of the research. The collection of data was accomplished in qualitative way, by means of the participant observation for best to know the reality in study and of individual interview, using questionnaire with intriguing questions. The lifted up data were built through pictures and for analysis, we classified the discoveries in categorizations. We verified that researched teachers are characterized in its great majority of the feminine sex, above 40 years. In which refers to personal, few life they spoke about those data. In which refers to professional and of the sense of being a teacher, everybody highlighted in significant way, the importance that they give to profession revealing, its form vocational as educator, when working with education and with students. The Meaning that they gave to Sexuality is tied up to discovery, knowledge, naturalness and attraction. The meaning that they give to Sex is practice of the act in itself, interest for opposite sex, physiology, change of interests with the age, accomplishment and love. They mention the sexuality as something natural and show importance in negotiating appropriately of subject in sexual education. When the teachers plows questioned on general themes related to Sexuality and Sex, they referred in majority, treating the subject naturally, using adds materials facilitative didactic elements. Most of the teachers gives relevance to dialogue open with the students, to involve them to orientation, information, prevention, there needs to count with professionals support qualified in this area, as well to integrate the relative in that process. Finally we developed educational actions/interventions jointly with teachers, seeking to prepares them to act in the daily school, as well as to prepares them as multipliers agents. The majority of teachers already gave class for pregnant students in the school and they reinforce that cause of precocious pregnancy is linked to orientation lack, trying to treat the subject, showing duties and responsib...

Contracepção Na Adolescência: Conhecimento E Uso

“…Estudos mostram que os professores sentem-se despreparados para abordar o tema em sala de aula (9,11) . Contudo, o professor deveria estar preparado para polemizar, lidar com valores, tabus e preconceitos (12) ; ao contrário, porém, continua sem subsídios adequados para trabalhar essas questões e acaba dando a elas enfoque totalmente biológico, com a função de se preservar frente aos alunos e aos seus próprios questionamentos, receios e ansiedades (10) .…”

Transsexuality and education: analysis of knowledge production in education periodic of capes (2012-2016)

“…For the authors, "the status of more than 60% of the produced literature on the subject suggests that the approach of the themes of body, gender, and sexuality in teacher education contributes to the destabilization of norms, classifications and hierarchies surrounding the subject. This result is very significant, because it is an analysis of the specific area of knowledge production, highlighting the studies as relevant (SEFFNER, 2011;WENETZ, 2012;RABELO, 2013;ALTMAN;AYOUB;AMARAL, 2011;POCAHY, 2014;PINTO, 2011;PRADO, 2014;QUIRINO;ROCHA, 2012;XAVIER FILHA, 2012;SOARES, 2014;ALONSO;ZURBRIGGEN, 2014;EHRENBERG, 2014;DORNELLES, 2012;MOIZÉS;BUENO, 2010;SANTOS, 2020;CRUZ, 2014;MENEZES, 2017;DIAS, 2017;DIAS, 2014;EUGÊNIO, 2010;GOMES-DA-SILVA, 2014, LARA, 2016CALEJON, 2020).…”

Educação Sexual Na Visão Dos Professores Indígenas Do Ensino Fundamental Em Uma Escola De Dourados – MS

“…Segue abaixo algumas das respostas dadas: Porque ajuda na informação e compreensão no âmbito da sexualidade e da adolescência.Porque a escola é outro lugar, além da família, adequado para se falar de forma correta sobre sexualidade e quebrar alguns tabus.Porque a adolescência é a fase de autodescoberta e a escola poderá sanar suas dúvidas.Porque a maioria dos pais não toca nesse assunto em casa, com os filhos.Sabe-se, portanto, que é positivo inserir no conteúdo escolar a Educação Sexual, pois favorece um desenvolvimento saudável do adolescente. Os professores, por sua vez, precisam ajudar os alunos em suas duvidas e tomar decisões em questões sérias em relação à sexualidade(MOIZÉS, 2007).A segunda questão foi um complemento da primeira e visou buscar opiniões sobre em que ano escolar a Educação Sexual deve começar. Verificou-se uma grande variação nas respostas dos professores: 33,32% responderam que este trabalho deve ter início logo nos primeiros anos das séries iniciais , 33,32% acreditam que o trabalho deve começar no 5º ano e os demais em outras séries (ver Tabela 1).…”