Corporeidade, gênero e diversidade sexual na escola sob a perspectiva docente

Abstract

This investigation, affiliated to the Research Line State, Policies and Educational Institutions, of the Postgraduate Program in Education, of the Pontifícia Universidade Católica de Goiás, is based on theoretical studies on sexuality and aims to answer the following problem: What is the view of high school teachers in Goiânia regarding sexuality? Based on the question, the object of the research was defined: to analyze the view of high school teachers in Goiânia regarding sexuality, which challenge a proposal for initial and continued training of teachers on this theme. To this end, it was established as a general objective, to analyze the view of Goiânia high school teachers regarding sexuality. As specific objectives, identify the view of Goiânia's high school teachers regarding sexuality; understand / interpret the high school teachers' view of Goiânia regarding sexuality. In order to carry out the research and achieve the proposed objectives, which originated this dissertation, the help of several resources offered by qualitative research was sought. As for the methodological procedures, literature review was carried out through bibliographic research, as well as the use of questionnaires, interviews and direct observation of reality. It is noteworthy that the criterion for choosing the schools that served as the basis for data collection was by lot. To identify the high school teachers' view of Goiânia regarding sexuality, a questionnaire was applied based on three categories: gender identity, corporeality and sexual diversity. It was found, through analysis of the information obtained, that, in the schools surveyed, even though teachers do not have specific training to work on these issues in the school space, there is an exemplary effort and a self-taught practice by teachers in the search for knowledge in this field, which allows , develop a good job with students. Such finding proves to be a challenge for teachers and managers to present proposals for continuing education for teachers in this specific area. The dissertation is structured in three chapters. In the first, through the literature review, sexuality is addressed in the categories of gender identity, corporeality and sexual diversity. In the second chapter, the need for continuing teacher education to work on these topics in the classroom is highlighted. In the third, the results and the discussion of the data are presented from the questionnaires and applied interviews, which contemplate the characterization of the subjects, the view of the teachers regarding the gender identity, corporeality and diversity. At the end, a summary of the analysis of the results obtained. In this sense, through the phenomenological approach, it was possible to perceive the object, by the researcher's intentionality and to capture the perception of those involved in the investigation that started from problems of everyday life in the educational process, that is, the phenomenon. The research reaffirms the importance of graduate programs in education in the construction of theoretical frameworks that contribute to the struggle for the continuing education of teachers regarding sexual education at school