Educação sexual: o que consta nos documentos oficiais nacionais e a percepção de adolescentes sobre essa temática
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Data
2021-08-30
Autores
Zuanon, Juliana de Oliveira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Atualmente, discussões fervorosas sobre o que deve ou não ser ensinado pela escola e o que deve ser de responsabilidade exclusiva da família ganharam destaque nas mídias brasileiras por conta de projetos de lei conhecidos como Escola Sem Partido e por conta da chamada “ideologia de gênero”, que tem como um dos ideais a “neutralidade” dos professores dentro da sala de aula, em especial, nas questões relacionadas à sexualidade. Pensando nesse cenário, o objetivo geral desta pesquisa foi o de investigar o direito dos estudantes à educação sexual formal nas escolas e as percepções de adolescentes do ensino público de São José do Rio Preto, SP, sobre a existência desses direitos. A pesquisa teve abordagem qualitativa e adotou como procedimento metodológico a pesquisa documental e o estudo de campo, feito por meio de entrevistas elaboradas a partir do método clínico piagetiano, com a finalidade de entender as impressões de três garotas adolescentes sobre seu direito à educação sexual. A partir disso, pretendeu-se questionar a legitimidade do projeto de lei e do discurso da “ideologia de gênero” e repensar a função da escola com intuito máximo de garantir o direito das crianças e dos adolescentes brasileiros sob sua educação. Como resultados, tem-se que os documentos oficiais brasileiros apresentam a educação sexual como conteúdo a ser trabalhado na escola e que as três adolescentes acreditam que devem ter educação sexual nas escolas, podendo, inclusive, opinar sobre isso. Em conclusão, temos que a educação não permite a neutralidade dos sujeitos e é passível de ser mudada.
Nowadays, in Brazilian media, there is intense discussion about what should or what should not be taught by the school and what should be exclusive family’s responsibility due to bills such as “Escola sem Partido” and due to the so-called “gender ideology”, which has as one of its ideals that teachers should remain neutral in their classrooms about some subjects, especially those related to sexuality. Thinking about this scenario, we have defined as the main goal of this research the investigation of students’ perceptions about their right to formal sex education in schools at São José do Rio Preto, SP. The research had a qualitative approach and had as methodological procedure the search for official documents and field research through interviews that were elaborated based on the clinical method. These interviews had the purpose of collecting teenagers’ considerations of their right to sex education. Based on this, we have the intention to question the legitimacy of the supposedly neutral ideas of the law and the “gender ideology” discourse and rethink the school’s role, with the aim to ensure the right of Brazilian children and teenagers under their education. As a result, Brazilian official documents presented sex education as content to be worked on at school and that the three teenagers believe that they should have sex education in schools, and may even give their opinion about it. In conclusion, education does not allow their participants’ neutrality and education can be changed.
Nowadays, in Brazilian media, there is intense discussion about what should or what should not be taught by the school and what should be exclusive family’s responsibility due to bills such as “Escola sem Partido” and due to the so-called “gender ideology”, which has as one of its ideals that teachers should remain neutral in their classrooms about some subjects, especially those related to sexuality. Thinking about this scenario, we have defined as the main goal of this research the investigation of students’ perceptions about their right to formal sex education in schools at São José do Rio Preto, SP. The research had a qualitative approach and had as methodological procedure the search for official documents and field research through interviews that were elaborated based on the clinical method. These interviews had the purpose of collecting teenagers’ considerations of their right to sex education. Based on this, we have the intention to question the legitimacy of the supposedly neutral ideas of the law and the “gender ideology” discourse and rethink the school’s role, with the aim to ensure the right of Brazilian children and teenagers under their education. As a result, Brazilian official documents presented sex education as content to be worked on at school and that the three teenagers believe that they should have sex education in schools, and may even give their opinion about it. In conclusion, education does not allow their participants’ neutrality and education can be changed.
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Palavras-chave
Educação sexual, Adolescentes, Documentos oficiais, Sex education, Teenagers, Documents and law