EDUCAÇÃO SEXUAL NAS POLÍTICAS EDUCACIONAIS: UM ESTUDO NA REDE ESTADUAL DE ENSINO DE APARECIDA DE GOIÂNIA

Abstract

In this study, we investigated what is in the educational policies regarding sex education in schools and how this theme is presented in the legal documents. An understanding of the educational policies for sex education in the school space was necessary, understanding that, for a theoretically consistent debate, teacher training - initial and continued - is intrinsic to the promotion of sex education, a theme that is relevant especially to the school environment. The research question answered the question: what are the public educational policies related to school sex education, and how are they developed in schools of the State Education Network of Goiás, located precisely in the city of Aparecida de Goiânia? The present research was developed from bibliographical, documentary and empirical research. Initially, a bibliographic survey was carried out by the Brazilian Digital Library of Theses and Dissertations (BDTD), which provided an overview of research on sex education in the years 2012 to 2016. terms 'sex education' and 'educational policies', resulting in only one dissertation and two theses that relate to the present research object and that have enriched the dialogue. For the accomplishment of the empirical research, two schools were chosen - state and urban -, one in the central region of the city and the other in the peripheral region. The theoretical framework adopted was supported by Saviani (2011) and Freire (1982), who presented the conception of education in an essentially emancipatory / liberating way. Regarding the theoretical foundations of Sexual Education, the authors contributed: Foucault (1988), Vianna and Unberhaum (2004), Santomé (1995), Silva (2000), Figueiró (2006), Siqueira (2004), Vitiello Werebe (1998) and Nunes (1996), among other scholars and researchers who portray sex education in Brazil and in the world. The results indicated that in the Federal Constitution of 1988 (CF / 1988), in LDB / 1996 and in the ECA, sex education is treated in a lack of detail between its lines. However, in PNE 2014-2024 and in PEE 2015- 2015, sexuality was eradicated in the interest of religious / conservative social groups, imposing barriers so that school subjects are not given full knowledge, to which the CF / 1988 - assures them the right. It is understood that teachers and students also have the right to a theoretically consistent debate, which can only be achieved through teacher training policies, intrinsically linked to the implementation of a new, complete and quality educational model that is not susceptible , therefore, to purely political and / or religious interests. The empirical research data revealed that 100% of participating teachers understand sex education in school from a hygienist point of view, since they associate it with information and awareness about STDs and the prevention of teenage pregnancy. The results of this research also showed that among the respondents, a large number of teachers - 93% of respondents - considered themselves unprepared to work sex education effectively, since they did not receive specific training for this purpose. Thus, it is identified that, for the implementation of sex education in school, the training of teachers for this specific approach must be prioritized.