O professor como mediador e multiplicador da educação sexual: uma análise de práticas pedagógicas
Data
2020-09-25
Autores
Vizentim, Lucas Aparecido [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Cada vez mais os professores reconhecem a importância da implementação da Educação Sexual no ambiente escolar. Nos anos finais do Ensino Fundamental, essas discussões geralmente ficam a cargo dos professores de Ciências. O tema, alvo de constantes debates nos âmbitos educacional, político e social, como um todo, encontra-se incluído de forma explícita e implícita nos conteúdos formais constantes nos documentos norteadores, em especial na BNCC – Base Nacional Comum Curricular, e, consequentemente, é expresso nos currículos estaduais e municipais. A condução desta temática, dessa maneira, deixa de ser algo unicamente transversal, como anteriormente concebido, e torna-se um direito de aprendizagem dos alunos, compondo o rol de aprendizagens essenciais, conduzindo os professores ao desenvolvimento do tema em sala de aula. A forma como tais temáticas são conduzidas, e até mesmo sua omissão, interfere na maneira como os alunos concebem a sexualidade. Analisar quando, como e com quais recursos tais temáticas são abordadas, nos permite compreender a forma com que os docentes vêm conduzindo a Educação Sexual nos espaços escolares, possibilitando-nos identificar práticas exitosas, bem como as limitações, dificuldades e outros detalhes de sua atuação. A pesquisa aqui apresentada, de cunho qualitativo, obteve dados por meio de entrevistas semiestruturadas. A análise e organização dos dados se deu por meio de análise de conteúdo, através da qual foram criadas categorias iniciais, intermediárias e finais que, finalmente, desdobraram-se em subcategorias, facilitando a apresentação e orientando as discussões. Foi possível compreender a atuação dos professores sob duas diferentes perspectivas: seu papel multiplicador, através da abordagem intencional dos conteúdos; e seu papel mediador, nos momentos em que demandas espontâneas surgem nos espaços escolares, de forma pacífica ou conflituosa. Evidenciou-se a valorização do tema em sala de aula e a necessidade de uma abordagem sistematizada dos conteúdos de Educação Sexual. Os dados obtidos desvelaram possíveis limitações e indisponibilidade de recursos complementares para o pleno desenvolvimento da temática. Verificou-se, ainda, que a abordagem intencional de Educação Sexual no contexto de sala de aula parte de aspectos biológicos, porém, não se restringindo a eles, e concentra-se quase sempre no oitavo ano do Ensino Fundamental, sendo eventualmente retomada, mostrando que não se tem uma continuidade neste trabalho. Os professores demonstraram abertura e receptividade às demandas espontâneas, dentro ou fora de sala de aula, geralmente intervindo quando essas acontecem, além disso, qualificaram as intervenções como sendo positivas e, quase sempre, suficientes para combater algumas situações conflituosas. À luz destes achados, vale frisar que agir com naturalidade, utilizar um tom de acolhimento e de abertura de diálogo, de maneira a buscar descontruir preconceitos por meio dos saberes científicos, voltados a desenvolver a empatia do alunado, são as principais estratégias apontadas pelos professores no trabalho de educação sexual, que as qualificaram como sendo satisfatórias.
More and more teachers recognize the importance of offering Sexual Education in the school environment. In Elementary Education, these discussions are usually the responsibility of science teachers. The theme, the subject of constant debates in the political sphere, is included explicitly and implicitly in the formal contents contained in the guiding documents, especially in the BNCC - National Curricular Common Base, and, consequently, it is expressed in the curricula of other governmental spheres. The conduct of such themes, in this way, is no longer just transversal, as previously conceived, and becomes a right for students to learn, leading teachers to the development of the theme in the classroom. The way such themes are conducted, and even their omission, interferes on the way students conceive sexuality. Analyzing when, how and with what resources such themes are addressed, allows us to understand the way in which teachers have been conducting Sexual Education in school spaces, enabling us to identify successful practices, limitations, difficulties and other details of their performance. The research presented here was based on a qualitative analysis of data, obtained through semi-structured interviews. The analysis and organization of the data took place through content analysis, through which initial, intermediate and final categories were created, which finally unfolded into subcategories, facilitating the presentation and guiding the discussions. It was possible to understand the role of teachers from two different perspectives: their multiplier role, through the intentional approach of the contents, and their mediating role, in the moments when spontaneous demands arise in the school spaces, in a peaceful or conflicting way. It became evident that the theme was valued in class and the need for a systematic approach to the contents of Sexual Education. There were possible limitations and unavailability of complementary resources for the full development of the theme. It was found that the intentional approach to Sexual Education in the classroom starts from biological aspects, however, not being restricted to them, and is almost always concentrated in the eighth year of Elementary Education, eventually being resumed. Teachers showed openness and receptivity to spontaneous demands, inside or outside the classroom, usually intervening when these happen. They described the interventions as positive and, almost always, sufficient to combat some conflicting situations. Acting naturally, using a welcoming tone and opening up dialogue, seeking to deconstruct prejudices through scientific truths and develop student empathy, are the main strategies pointed out by teachers, who qualified them as satisfactory.
More and more teachers recognize the importance of offering Sexual Education in the school environment. In Elementary Education, these discussions are usually the responsibility of science teachers. The theme, the subject of constant debates in the political sphere, is included explicitly and implicitly in the formal contents contained in the guiding documents, especially in the BNCC - National Curricular Common Base, and, consequently, it is expressed in the curricula of other governmental spheres. The conduct of such themes, in this way, is no longer just transversal, as previously conceived, and becomes a right for students to learn, leading teachers to the development of the theme in the classroom. The way such themes are conducted, and even their omission, interferes on the way students conceive sexuality. Analyzing when, how and with what resources such themes are addressed, allows us to understand the way in which teachers have been conducting Sexual Education in school spaces, enabling us to identify successful practices, limitations, difficulties and other details of their performance. The research presented here was based on a qualitative analysis of data, obtained through semi-structured interviews. The analysis and organization of the data took place through content analysis, through which initial, intermediate and final categories were created, which finally unfolded into subcategories, facilitating the presentation and guiding the discussions. It was possible to understand the role of teachers from two different perspectives: their multiplier role, through the intentional approach of the contents, and their mediating role, in the moments when spontaneous demands arise in the school spaces, in a peaceful or conflicting way. It became evident that the theme was valued in class and the need for a systematic approach to the contents of Sexual Education. There were possible limitations and unavailability of complementary resources for the full development of the theme. It was found that the intentional approach to Sexual Education in the classroom starts from biological aspects, however, not being restricted to them, and is almost always concentrated in the eighth year of Elementary Education, eventually being resumed. Teachers showed openness and receptivity to spontaneous demands, inside or outside the classroom, usually intervening when these happen. They described the interventions as positive and, almost always, sufficient to combat some conflicting situations. Acting naturally, using a welcoming tone and opening up dialogue, seeking to deconstruct prejudices through scientific truths and develop student empathy, are the main strategies pointed out by teachers, who qualified them as satisfactory.
Descrição
Palavras-chave
Educação sexual, Prática pedagógica, Ensino fundamental, Ciências