Aspectos e espectros na formação da personalidade: sexualidade e competências socioemocionais
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Data
2022-01-14
Autores
Torrano, Bruna Sampaio
Oliveira, Stephanie Fernanda Moraes de
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Universidade Estadual Paulista (Unesp)
Resumo
Como uma névoa, avançam sob o cenário brasileiro o neoliberalismo e o autoritarismo político: um governo populista de discursos de rejeição à pluralidade. Estamos vivendo em tempos perigosos, e o primeiro passo para combater esse clima de intolerância àquilo que é diferente é a compreensão. Uma das vertentes político-sociais que defendem a diversidade é o Queer, que na leitura de Richard Miskolci, deriva da vertente crítica e revolucionária, recusando a assimilação a qualquer custo, sobretudo do controle social da normalização e do enquadramento, deseja mudar a sociedade. E para Judith Butler, o Queer rompe com a premissa de que o sujeito é um viajante metafísico pré-existente, mas o descreve como um sujeito em processo que é construído no discurso pelos atos que executa. O trabalho buscou aplicar nas escolas um ensino sobre sexualidade a partir da realidade dos alunos, com recortes de corpo, gênero, raça e afetos, através de um espaço no qual eles se sentissem confortáveis para protagonizarem seu próprio aprendizado a partir de suas dúvidas e experiências pessoais. Visando também trazer para o professor uma reflexão sobre a possibilidade de uma educação em sexualidade, somada a prática de competências socioemocionais, como formador de personalidades. A 3ª versão da BNCC traz consigo a compreensão da sala de aula como um espaço onde a diversidade habita e não só deve ser respeitada, como também sujeita a reflexões em toda sua completude. Enquanto o currículo do Estado de São Paulo se organiza de modo a combinar diretrizes da BNCC com uma Parte Diversificada (PD). No que diz respeito à PD, encontra-se a disciplina de Projeto de Vida norteada por competências socioemocionais. Ambas, diretrizes da BNCC e PD, fazem parte do programa chamado “Inova Educação”, criado pela própria Secretária da Educação de São Paulo. O projeto foi aplicado em duas escolas, sendo uma em São José do Rio Preto, para o ensino médio na disciplina de Projeto de Vida, e outra em São Paulo, para o ensino fundamental nas disciplinas de Ciências e Práticas Experimentais. Referente aos currículos de escolas públicas nota-se que tudo ainda é muito retrógrado e mal organizado. Mesmo com importantes avanços políticos e históricos de movimentos sociais, faltam muitas reformas educacionais que considerem a sexualidade como um tema transversal entre os anos e interdisciplinar entre as disciplinas escolares. Vê-se que muitos dos entraves e receios para a efetivação da educação em sexualidade nas escolas partem mais de funcionários da própria instituição do que de pais e alunos. Não houve experiência longa suficiente para avaliar-se sobre o ensino de educação em sexualidade além da sua aplicação na disciplina de Ciências, mas é possível perceber que muitas das competências socioemocionais podem facilmente serem trabalhadas nessa área. Por fim, é inegável que a educação em sexualidade, em conjunto com o desenvolvimento de competências socioemocionais, dizem respeito diretamente à disponibilização de ferramentas aos alunos para melhor lidarem com conflitos e questões internas, além de impactar diretamente nas relações sociais e afetivas cotidianas, somando assim na construção de personalidades.
As a fog, neoliberalism and political authoritarianism advance under the Brazilian scenario: a populist government of discourses rejecting plurality. We are living in dangerous times, and the first step in combating this climate of intolerance to what is different is understanding. One of the political and social strands that defend diversity is the Queer, which in Richard Miskolci’s reading, derives from the critical and revolutionary strand, refusing assimilation at any cost, above all from the social control of normalization and framing, wishes to change society. And for Judith Butler, the Queer breaks with the premise that the subject is a pre-existing metaphysical traveler, but describes him as a subject in process who is built in speech by the acts he performs. The work sought to apply in schools a teaching on sexuality from the reality of students, with body, gender, race and affects, through a space in which they felt comfortable to star in their own learning from their doubts and personal experiences. Aiming also to bring to the teacher a reflection on the possibility of an education in sexuality, added to the practice of socio-emotional skills, as personality educator. The 3rd version of BNCC brings with it the understanding of the classroom as a space where diversity inhabits and not only must be respected, but also subject to reflections in all its completeness. While the curriculum of the State of São Paulo is organized in order to combine BNCC guidelines with a Diversified Part (PD). Regarding PD, there is the discipline of Life Project guided by socio-emotional skills. Both guidelines of BNCC and PD, are part of the program called "Inova Educação", created by the Secretary of Education of São Paulo. The project was applied in two schools, one in São José do Rio Preto, for high school in the discipline of Life Project, and another in São Paulo, for elementary school in the disciplines of Experimental Sciences and Practices. Regarding the curricula of public schools, we can see that everything is still very backward and poorly organized. Even with important political and historical advances of social movements, many educational reforms that consider sexuality as a cross-cutting theme between the years and interdisciplinary between school disciplines are lacking. It can be seen that many of the obstacles and fears for the realization of sexuality education in schools start more from employees of the institution itself than from parents and students. There has not been enough experience to evaluate the teaching of education in sexuality beyond its application in the discipline of Science, but it is possible to realize that many of the socio-emotional skills can easily be worked in this area. Finally, it is undeniable that education in sexuality, together with the development of socio-emotional skills, directly concern the provision of tools to students to better deal with conflicts and internal issues, in addition to directly impacting social and affective daily relationships, thus adding to the construction of personalities.
As a fog, neoliberalism and political authoritarianism advance under the Brazilian scenario: a populist government of discourses rejecting plurality. We are living in dangerous times, and the first step in combating this climate of intolerance to what is different is understanding. One of the political and social strands that defend diversity is the Queer, which in Richard Miskolci’s reading, derives from the critical and revolutionary strand, refusing assimilation at any cost, above all from the social control of normalization and framing, wishes to change society. And for Judith Butler, the Queer breaks with the premise that the subject is a pre-existing metaphysical traveler, but describes him as a subject in process who is built in speech by the acts he performs. The work sought to apply in schools a teaching on sexuality from the reality of students, with body, gender, race and affects, through a space in which they felt comfortable to star in their own learning from their doubts and personal experiences. Aiming also to bring to the teacher a reflection on the possibility of an education in sexuality, added to the practice of socio-emotional skills, as personality educator. The 3rd version of BNCC brings with it the understanding of the classroom as a space where diversity inhabits and not only must be respected, but also subject to reflections in all its completeness. While the curriculum of the State of São Paulo is organized in order to combine BNCC guidelines with a Diversified Part (PD). Regarding PD, there is the discipline of Life Project guided by socio-emotional skills. Both guidelines of BNCC and PD, are part of the program called "Inova Educação", created by the Secretary of Education of São Paulo. The project was applied in two schools, one in São José do Rio Preto, for high school in the discipline of Life Project, and another in São Paulo, for elementary school in the disciplines of Experimental Sciences and Practices. Regarding the curricula of public schools, we can see that everything is still very backward and poorly organized. Even with important political and historical advances of social movements, many educational reforms that consider sexuality as a cross-cutting theme between the years and interdisciplinary between school disciplines are lacking. It can be seen that many of the obstacles and fears for the realization of sexuality education in schools start more from employees of the institution itself than from parents and students. There has not been enough experience to evaluate the teaching of education in sexuality beyond its application in the discipline of Science, but it is possible to realize that many of the socio-emotional skills can easily be worked in this area. Finally, it is undeniable that education in sexuality, together with the development of socio-emotional skills, directly concern the provision of tools to students to better deal with conflicts and internal issues, in addition to directly impacting social and affective daily relationships, thus adding to the construction of personalities.
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Palavras-chave
Educação, Sexualidade, Competências socioemocionais, Education, Sexuality, Socio-emotional skills