Educação sexual: dificuldades e relevâncias vivenciadas na Escola Estadual da Cidade de Nova Palmeira-PB.

Abstract

This research had the objective of analyzing the conceptions of students and teachers about the subjects that involve the sexual education theme, pointing out the challenges and importance of the theme to the school environment. The study was developed at the Antônio Coelho Dantas State High School, located in the city of Nova Palmeira - Paraíba, attending the classes of 1st and 2nd year of high school. For this, we attribute the qualitative approach, recognizing educational practices in the construction of values and representations. We understand that there is a significant demand from students who are still laymen regarding knowledge about sex education. In addition, the difficulties of educational institutions to develop the aforementioned theme are due to motives that are intertwined with the training and qualification of teachers, prejudices and taboos, in addition to the feeling embodied by the family of students that conditions, for the most part, Repression and repulsion. We can also observe the failures in the national curricular base, which still integrates a curricular planning with reference to the National Curricular Parameters, created by the Federal Government and published in 1997, where it treats the subject as a cross-sectional theme entitled Sexual Orientation. This document is configured in the light of a theoretical limitation that facilitates the exclusion of certain subjects from classroom activities and their integration with other knowledge, passing through a traditional, standardized and disciplinary conception. Therefore, the absence of a suitable curriculum framework for the subject of sexual education reflects in school planning, within educational practices. Thus, it was based on the conceptions and perceptions of students and teachers about sexual education in the school, considering the need to provide initiatives that guarantee a greater development of inclusive activities in order to dialogue with knowledge, to break taboos, to deconstruct prejudices and to reflect on the values Social rights that are imposed and which often impede the exercise of citizenship in an equal and equitable way within educational institutions and society. Therefore, in the investigation of the research, the school of analysis has only one teacher who dialogues with the subject in his praxis, corresponding to the discipline of Philosophy. It is noticed that the participation of the students with this type of experience, besides broadening the conceptual dimension on the topics addressed, is important for the configuration of an education with principles in equality, pluralism and respect.