Sexualidade e educação sexual de alunos (as) alvo da educação especial: concepções de professores (as)
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Data
2020-07-17
Autores
Carvalho, Leilane Raquel Spadotto de
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Universidade Estadual Paulista (Unesp)
Resumo
A sexualidade faz parte do desenvolvimento de todos os seres humanos. Nas pessoas com deficiência e transtornos globais do desenvolvimento, a sexualidade geralmente é considerada inexistente ou, em outro extremo, problemática e incontrolável. Para que a sua expressão ocorra de maneira saudável é importante que desde a infância as crianças sejam esclarecidas sobre o assunto, junto com seus familiares e, ao frequentarem espaços formais de educação, recebam uma educação sexual inclusiva por parte dos (as) professores (as). Embora a educação sexual (ES) deva existir nas escolas, a sexualidade ainda é uma temática pouco ou nada trabalhada, em geral, por falta de preparo ou desconforto dos (as) educadores (as), ainda mais quando se trata dos (as) alunos (as) alvo da educação especial (AEE), tornando-se um duplo tabu. Esta pesquisa quantitativa teve por objetivo geral investigar as concepções de professoras (es) sobre a sexualidade e a educação sexual para alunos (as) público alvo da educação especial, buscando identificar as suas opiniões e possíveis necessidades para lidarem com essa temática. Foram participantes 48 professores (as), de ambos os gêneros, atuantes nas escolas regulares do ensino fundamental e médio de uma cidade de médio porte do interior paulista. Tais professores (as) responderam a um questionário impresso, elaborado pela pesquisadora e sua orientadora com questões fechadas e semiabertas, aplicado coletivamente na instituição escolar em que atuavam e respondidos individualmente em um tempo médio de 25 minutos. Os dados foram transportados, sem identificação para uma planilha de Excel, tabulados e analisados com estatística descritiva simples. De maneira geral, os resultados indicam que os (as) professores (as), em sua maioria, não acreditam que os (as) alunos (as) AEE sejam “assexuados (as)”, até porque observam várias expressões das suas sexualidades na escola. Quanto à crença da hiperssexualidade, ela apareceu relacionada aos (as) alunos (as) com transtorno do espectro autista (n=15) e aos (as) alunos (as) com deficiência intelectual (n=18). A maior parte dos (as) professores (as) acredita que os (as) alunos (as) AEE não são bem informados sobre sexualidade (n=33), embora eles (as) próprios (as) (n=22 professores/as) considerem-se principais fontes de informações sobre sexualidade para esses (as), além da internet, amigos, familiares, etc. Apesar da maioria se colocar como favorável à ES para os (as) alunos (as) AEE (n=40), houve um predomínio de respostas de professores (as) que não se sentiam preparados (as) para realizarem essa tarefa (n=29). Conclui-se que é necessário investir na formação continuada de professores (as) na área da educação sexual, sobretudo, quanto aos (as) alunos (as) AEE, que convivem com os (as) demais nas escolas inclusivas.
Sexuality is part of the development of all human beings. In people with disabilities and global developmental disorders, sexuality is generally considered to be non-existent or, at the other extreme, problematic and uncontrollable. In order for their expression to occur in a healthy way, it is important that children are educated on the subject from childhood, together with their families and, when they attend formal education spaces, receive an inclusive sexual education from teachers. Although sexual education (SE) must exist in schools, sexuality is still poorly or not worked as a topic, in general, due to the lack of preparation or discomfort of educators, especially when it comes to teachers. For students of special education, becoming a double taboo. This quantitative research had the general objective of investigating the conceptions of teachers about sexuality and sexual education for student of special education, seeking to identify their opinions and possible needs to deal with this theme. Forty-eight teachers of a medium-sized hinderland city in São Paul, of both genders who works in regular elementary and high schools, participated. These teachers answered a printed questionnaire, prepared by the researcher and her advisor with closed and semi-open questions, applied collectively in the school institution where they worked and answered individually in an average time of 25 minutes. The data were transported, without identification to an Excel spreadsheet, tabulated and analyzed with simple descriptive statistics. In general, the results indicate that the majority of teachers do not believe that students of special education are “asexual”, especially because they observe various expressions of their sexualities in school. As for the belief in hypersexuality, it appeared related to students with autism spectrum disorder (n = 15) and students with intellectual disabilities (n = 18). Most teachers believe that student of special education are not well informed about sexuality (n = 33), although themselves (n = 22 teachers) are considered to be the main sources of information on sexuality for these people, besides to the internet, friends, family, etc. Although the majority considered themselves in favor of SE for students of special education (n = 40), there was a predominance of responses from teachers who did not feel prepared to do this task (n = 29). We conclude that it is necessary to invest in the continuing education of teachers in the area of sexual education, especially regarding students of special education, who coexist with the others in inclusive schools.
Sexuality is part of the development of all human beings. In people with disabilities and global developmental disorders, sexuality is generally considered to be non-existent or, at the other extreme, problematic and uncontrollable. In order for their expression to occur in a healthy way, it is important that children are educated on the subject from childhood, together with their families and, when they attend formal education spaces, receive an inclusive sexual education from teachers. Although sexual education (SE) must exist in schools, sexuality is still poorly or not worked as a topic, in general, due to the lack of preparation or discomfort of educators, especially when it comes to teachers. For students of special education, becoming a double taboo. This quantitative research had the general objective of investigating the conceptions of teachers about sexuality and sexual education for student of special education, seeking to identify their opinions and possible needs to deal with this theme. Forty-eight teachers of a medium-sized hinderland city in São Paul, of both genders who works in regular elementary and high schools, participated. These teachers answered a printed questionnaire, prepared by the researcher and her advisor with closed and semi-open questions, applied collectively in the school institution where they worked and answered individually in an average time of 25 minutes. The data were transported, without identification to an Excel spreadsheet, tabulated and analyzed with simple descriptive statistics. In general, the results indicate that the majority of teachers do not believe that students of special education are “asexual”, especially because they observe various expressions of their sexualities in school. As for the belief in hypersexuality, it appeared related to students with autism spectrum disorder (n = 15) and students with intellectual disabilities (n = 18). Most teachers believe that student of special education are not well informed about sexuality (n = 33), although themselves (n = 22 teachers) are considered to be the main sources of information on sexuality for these people, besides to the internet, friends, family, etc. Although the majority considered themselves in favor of SE for students of special education (n = 40), there was a predominance of responses from teachers who did not feel prepared to do this task (n = 29). We conclude that it is necessary to invest in the continuing education of teachers in the area of sexual education, especially regarding students of special education, who coexist with the others in inclusive schools.
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Palavras-chave
Sexualidade, Educação sexual, Formação de professores, Educação inclusiva, Sexuality, Sexual education, Inclusive education, Teacher improvement