Sexualidade e educação sexual de pessoas com deficiência intelectual: entendimentos de professores de uma instituição de educação especial
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Data
2020-01-29
Autores
Zuin, Luiz Fernando [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A sexualidade ainda é um tema polêmico que desperta dificuldades àqueles que cotidianamente se defrontam com essa questão, como os professores por exemplo. Quando são professores de jovens com deficiência intelectual (D.I), o desafio é ainda maior, pois os estudos científicos afirmam que o resultado da relação sexualidade/D.I pode não ser positivo, devido à soma de dificuldades enfrentadas pelos professores e famílias e que muitos desvios de personalidade e comportamentos considerados inapropriados que estas pessoas exibem, são resultados da educação ou falta de educação sexual. Frente ao exposto, a presente pesquisa teve como objetivo principal investigar as opiniões manifestas de professores da educação especial sobre a sexualidade e educação sexual de alunos com D.I de maneira a averiguar as dificuldades e facilidades no trato deste assunto. Com este intento foram entrevistados 10 professores de uma escola especial, empregando para isso um questionário elaborado pelo autor com 18 questões que abarcaram a temática da sexualidade e D.I. Para analisar os resultados, esta pesquisa de cunho qualitativo e descritivo fundamentou-se na análise de conteúdo de acordo com os procedimentos descritos por Bardin (2011). A partir da análise das respostas das entrevistas realizadas construiu, por relevância teórica, quatro categorias: Formação docente e sexualidade; Educação sexual, família e escola; Vivência da sexualidade da pessoa com D.I e Informações sobre sexualidade por parte dos alunos. Os resultados obtidos apontam que a maioria dos professores não receberam formação acerca desta temática durante a graduação. Dentre os/as que afirmaram ter obtido alguma instrução acerca da educação sexual, constatou-se que esta foi de natureza estritamente biológica com enfoque nos caracteres anatômicos e fisiológicos. Destaca-se que muitos aspectos da sexualidade estão sendo reconhecidos pelos professores e parece haver uma valorização, pelo menos teórica, das necessidades, desejos e interesses sexuais das pessoas com D.I, embora ainda foram notados preconceitos e mitos sobre essa questão principalmente por não acreditarem que possa desfrutar de uma sexualidade segura e prazerosa de maneira responsável e autônoma por apresentarem D.I indicando que as pessoas com D.I são qualitativamente diferentes de pessoas que não apresentam deficiência e que não possuem o mesmo direito de vivenciar a sua sexualidade como todos nós, havendo a necessidade de sempre estarem sendo supervisionados pela família.
Sexuality is still a controversial theme that arouses difficulties for those who daily face this issue, such as teachers. When they are teachers of young people with intellectual disabilities (ID), the challenge is even greater, since scientific studies state that the outcome of sexuality / ID may not be positive, due to the sum of difficulties faced by teachers and families and many deviations. of inappropriate personality and behavior that these people exhibit are the result of education or lack of sex education. Given the above, this research aimed to investigate the opinions expressed by teachers of special education on sexuality and sexual education of students with ID in order to ascertain the difficulties and facilities in dealing with this subject. To this end, 10 teachers from a special school were interviewed, using a questionnaire prepared by the author with 18 questions that covered the theme of sexuality and D.I. To analyze the results, this qualitative and descriptive research was based on content analysis according to the procedures described by Bardin (1979). From the analysis of the answers of the interviews conducted, built, by theoretical relevance, four categories: Teacher education and sexuality; Sex education, family and school; Experience of sexuality of the person with ID and information about sexuality by students. The results show that most teachers did not receive training on this subject during graduation. Among those who stated that they had obtained some education about sex education, it was found that it was strictly biological in nature with a focus on anatomical and physiological characters. It is noteworthy that many aspects of sexuality are being recognized by teachers and there seems to be at least a theoretical appreciation of the needs, desires and sexual interests of people with ID, although prejudice and myths on this issue have been noted mainly because they do not believe that enjoy safe and pleasurable sexuality responsibly and autonomously by having ID indicating that people with ID are qualitatively different from people who are not disabled and do not have the same right to experience their sexuality as all of us, with the need always being supervised by the family
Sexuality is still a controversial theme that arouses difficulties for those who daily face this issue, such as teachers. When they are teachers of young people with intellectual disabilities (ID), the challenge is even greater, since scientific studies state that the outcome of sexuality / ID may not be positive, due to the sum of difficulties faced by teachers and families and many deviations. of inappropriate personality and behavior that these people exhibit are the result of education or lack of sex education. Given the above, this research aimed to investigate the opinions expressed by teachers of special education on sexuality and sexual education of students with ID in order to ascertain the difficulties and facilities in dealing with this subject. To this end, 10 teachers from a special school were interviewed, using a questionnaire prepared by the author with 18 questions that covered the theme of sexuality and D.I. To analyze the results, this qualitative and descriptive research was based on content analysis according to the procedures described by Bardin (1979). From the analysis of the answers of the interviews conducted, built, by theoretical relevance, four categories: Teacher education and sexuality; Sex education, family and school; Experience of sexuality of the person with ID and information about sexuality by students. The results show that most teachers did not receive training on this subject during graduation. Among those who stated that they had obtained some education about sex education, it was found that it was strictly biological in nature with a focus on anatomical and physiological characters. It is noteworthy that many aspects of sexuality are being recognized by teachers and there seems to be at least a theoretical appreciation of the needs, desires and sexual interests of people with ID, although prejudice and myths on this issue have been noted mainly because they do not believe that enjoy safe and pleasurable sexuality responsibly and autonomously by having ID indicating that people with ID are qualitatively different from people who are not disabled and do not have the same right to experience their sexuality as all of us, with the need always being supervised by the family
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Palavras-chave
Educação Sexual, Sexualidade, Deficiência Intelectual, Formação de Professores., Sex Education, Sexuality, Intellectual Disability, Teacher Training