As vozes das meninas sobre educação sexual nas escolas públicas do estado de São Paulo: considerações a respeito das políticas públicas educacionais
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Data
2020-03-11
Autores
Ortega, Daniela Biudes dos Santos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação aborda a temática Educação Sexual para as meninas no âmbito escolar, ouvindo as vozes das estudantes, partindo da perspectiva de que as macropolíticas públicas educacionais muitas vezes negligenciam a aplicabilidade deste tema sobrepesando as micropolíticas educacionais, violando assim necessidades implícitas e explícitas das estudantes. Nesse sentido, tem como objetivo geral de investigação verificar quais as concepções das alunas acerca do desenvolvimento da temática Educação Sexual em duas escolas do interior do estado de São Paulo que integram a Rede Estadual Paulista, sendo uma escola de Período Parcial e a outra de Ensino Integral bem como analisar as respostas obtidas articulando-as aos desdobramentos produzidos pela presença ou ausência das políticas públicas educacionais que orientam o seu desenvolvimento nas escolas. Assim, os seguintes questionamentos orientam a investigação do estudo: quais são as concepções das meninas estudantes acerca do desenvolvimento da temática Educação Sexual desenvolvida em duas escolas estaduais, sendo uma escola de Ensino Integral e outra de Período Parcial, em uma cidade do interior paulista? Tais concepções vão ao encontro das políticas educacionais em Educação Sexual presentes nos documentos oficiais articuladas com as reais necessidades destas estudantes? Utiliza-se como procedimentos metodológicos a pesquisa bibliográfica, a pesquisa documental e o levantamento por meio de questionário para a coleta de dados da pesquisa. As respectivas autoras foram selecionadas para embasar os estudos: Figueiró (2006; 2009); Furlani (2016); Louro (2000; 2001; 2011); Werebe (1998) dentre outras/os. As respostas dos questionários constituíram o corpus o qual foi definido segundo a técnica de Análise de Conteúdo de Bardin (1977) sendo sua análise organizada em categorias; os dados quantitativos foram orientados segundo a técnica proposta por Gil (1989; 2002). Os resultados do estudo mostram que a escola é um campo educacional onde as adolescentes buscam informações e conhecimentos sobre os mais variáveis assuntos pertinentes a uma Educação Sexual ampla e não meramente reducionista e biológica conforme preconiza o Currículo nacional e o Currículo Oficial do estado de São Paulo. As políticas públicas educacionais não respaldam as necessidades de uma Educação Sexual baseada em Direitos Humanos uma vez que estes temas estão sendo excluídos ou minimizados de seus bojos. Observa-se que apesar das dificuldades enfrentadas as escolas tentam inserir em seu âmbito educacional, através de projetos contemplados em seus Projetos Políticos Pedagógicos, o desenvolvimento da temática mesmo que de forma simples e biológica, sendo muitas vezes através da disciplina de Biologia. Conclui-se que a escola deve adequar-se às necessidades das estudantes contemplando seus anseios e necessidades, independente do aporte curricular preconizado pelo estado e pelo país. Se este trabalho de Educação Sexual não ocorrer na escola, muitas adolescentes acabarão percebendo-se grávidas, portadoras de algumas ISTs, submissas às relações de poder e patriarcado sem conseguir entender seus reais significados aceitando as desigualdades e violências de gênero. Portanto, cabe à escola, instituição educacional, o papel de orientar e desenvolver ações pedagógicas relacionadas à sexualidade através de um processo diferenciado e sistemático em uma perspectiva de Direitos Humanos, no intuito de promover uma aprendizagem ampla e significativa acerca da temática Educação Sexual integral junto às suas/seus estudantes.
This dissertation addresses the issue of Sexual Education for girls in the school environment, listening to the voices of students, starting from the perspective that public educational macropolitics often neglect the applicability of this theme overcoming educational micropolitics, thus violating the implicit and explicit needs of students. In this point, the general objective of the investigation is to verify what the students' conceptions about the development of the Sexual Education theme in two schools in the countryside of the state of São Paulo that they are part of the São Paulo State Network, one of them being a Part-Time school and the other a Full-Time School and to analyze the responses obtained by articulating them to the developments produced by the presence or absence of educational public policies that guide their development in schools. Thus, the following questions guide the investigation of the study: what are the conceptions of the student girls about the development of the Sexual Education theme developed in two state schools, one school of Full-time school and the other of Part- time school, in a city in the countryside of São Paulo? Do these conceptions meet the educational policies in Sexual Education present in the official documents articulated with the real needs of these students? Bibliographic research, documentary research and survey using a questionnaire to collect research data are used as methodological procedures. The respective authors were selected to support the studies: Figueiró (2006; 2009); Furlani (2016); Louro (2000; 2001; 2011); Werebe (1998) among others. The answers to the questionnaires constituted the corpus which was defined according to the technique of Content Analysis by Bardin (1977) and its analysis was organized into categories; quantitative data were oriented according to the technique proposed by Gil (1989; 2002). The results of the study show that the school is an educational field where adolescents seek information and knowledge on the most variable subjects pertinent to a broad sexual education and not merely reductionist and biological, as recommended by the National Curriculum and the Official Curriculum of the State of São Paulo . Public educational policies do not support the needs of a sexual education based on human rights since these themes are being excluded or minimized from their core. It is observed that despite the difficulties faced, schools tries to insert in their educational scope, through projects contemplated in their Political Pedagogical Projects, the development of the theme even in a simple and biological way, often through the discipline of Biology. It is concluded that the school must adapt to the needs of the students, considering their desires and needs, regardless of the curricular support recommended by the state and the country. If this Sexual Education work does not take place at school, many adolescents will end up perceiving themselves as pregnant, with some STIs, subject to authority relations and patriarch without being able to understand their real meanings by accepting gender inequalities and violence. Therefore, it is up to the school, educational institution, the role of guiding and developing pedagogical actions related to sexuality through a differentiated and systematic process from a Human Rights perspective, in order to promote a broad and meaningful learning about the theme Sexual Education with his students.
This dissertation addresses the issue of Sexual Education for girls in the school environment, listening to the voices of students, starting from the perspective that public educational macropolitics often neglect the applicability of this theme overcoming educational micropolitics, thus violating the implicit and explicit needs of students. In this point, the general objective of the investigation is to verify what the students' conceptions about the development of the Sexual Education theme in two schools in the countryside of the state of São Paulo that they are part of the São Paulo State Network, one of them being a Part-Time school and the other a Full-Time School and to analyze the responses obtained by articulating them to the developments produced by the presence or absence of educational public policies that guide their development in schools. Thus, the following questions guide the investigation of the study: what are the conceptions of the student girls about the development of the Sexual Education theme developed in two state schools, one school of Full-time school and the other of Part- time school, in a city in the countryside of São Paulo? Do these conceptions meet the educational policies in Sexual Education present in the official documents articulated with the real needs of these students? Bibliographic research, documentary research and survey using a questionnaire to collect research data are used as methodological procedures. The respective authors were selected to support the studies: Figueiró (2006; 2009); Furlani (2016); Louro (2000; 2001; 2011); Werebe (1998) among others. The answers to the questionnaires constituted the corpus which was defined according to the technique of Content Analysis by Bardin (1977) and its analysis was organized into categories; quantitative data were oriented according to the technique proposed by Gil (1989; 2002). The results of the study show that the school is an educational field where adolescents seek information and knowledge on the most variable subjects pertinent to a broad sexual education and not merely reductionist and biological, as recommended by the National Curriculum and the Official Curriculum of the State of São Paulo . Public educational policies do not support the needs of a sexual education based on human rights since these themes are being excluded or minimized from their core. It is observed that despite the difficulties faced, schools tries to insert in their educational scope, through projects contemplated in their Political Pedagogical Projects, the development of the theme even in a simple and biological way, often through the discipline of Biology. It is concluded that the school must adapt to the needs of the students, considering their desires and needs, regardless of the curricular support recommended by the state and the country. If this Sexual Education work does not take place at school, many adolescents will end up perceiving themselves as pregnant, with some STIs, subject to authority relations and patriarch without being able to understand their real meanings by accepting gender inequalities and violence. Therefore, it is up to the school, educational institution, the role of guiding and developing pedagogical actions related to sexuality through a differentiated and systematic process from a Human Rights perspective, in order to promote a broad and meaningful learning about the theme Sexual Education with his students.
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Palavras-chave
Educação, Políticas públicas educacionais, Educação sexual, Adolescentes, Escolas públicas, Education, Educational public policies, Sexual education, Adolescents, Public schools