Educação sexual nos anos finais do ensino fundamental: continuidades e tendências atuais das pesquisas acadêmicas

Abstract

This investigation, affiliated with the State, Policies and Educational Institutions Research Line, of the Postgraduate Program in Education, of the Pontifical Catholic University of Goiás, is based on theoretical studies about the State of the Art on Sexual Education in the final years of Education Fundamental, checking continuities/discontinuities and current trends. The problem was chosen: what does academic research say about sexual education in the final years of Elementary School? As an object of study, school sexual education in Elementary School II, final years. In apprehending the problem, a qualitative research approach was adopted, and in the first three chapters, bibliographical and documentary research was adopted, and, in the fourth chapter, the State of the Art was prioritized for the analysis of the content of the academic productions published in the Capes Open Database and the CAPES/Sucupira Platform as well as in the Digital Library of Theses and Dissertations (BDTD), in the period from 2000 to 2022. As for the general objective, namely, understanding the role attributed to education sexual activity in the final years of Elementary School in academic production on the topic, which led to specific objectives -- to present the basis of analysis of the object of study; formulate a theoretical framework on the insertion of sexual education in the final years of Elementary School; identify how academic production discusses the insertion of sexual education in the final years of elementary school --, which outlined the writing of this thesis. The categories that emerged permeate the need to adopt specific training policies so that teachers can work in School Sexual Education in an emancipatory way. It is believed that this research could contribute to formal education and science in general, as working on sexuality in the formal educational space requires specific qualities and skills, with a proposal for initial and continued training of the agents involved in this process. As results, the thesis suggests some proposals related to encouraging initial and continued training on sexual education with everyone involved in the formal educational process, aiming to produce teaching materials that contribute to teaching pedagogical practice in the school space; nurture joint school-family-community action; demand budgets for work with school sexual education; offer conditions to combat prejudices, taboos and disrespect for sexual diversity in the school environment, with the aim of preventing dropouts and including students who identify with a sex different from that shown on their birth certificates. It should be noted that biological sex registration does not define personality. And, finally, this research reaffirms the role and contribution of Postgraduate Education programs in the debate and theoretical construction related to school sexual education