Concepções sobre educação em sexualidade de profissionais da Rede Municipal de Educação em São Paulo.
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Data
2013
Autores
Gava, Thais Cristina Montaldi [UNIFESP]
Orientadores
Villela, Wilza Vieira [UNIFESP]
Tipo
Dissertação de mestrado
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Esta dissertacao apresenta uma pesquisa exploratoria, de carater qualitativo, sobre as concepcoes de profissionais da educacao acerca da educacao em sexualidade. Foram realizadas 15 entrevistas semiestruturadas com profissionais de sete escolas municipais da cidade de São Paulo. Nas entrevistas os profissionais compartilharam suas opinioes e vivencias sobre as situacoes ocorridas nas escolas. Narraram tambem as estrategias utilizadas para abordar os temas relacionados a sexualidade em sala de aula. Apresentaram suas consideracoes a respeito do que e pertinente ser trabalhado no ambiente escolar no que se refere a sexualidade. A referencia utilizada no trabalho foi Educacao em Sexualidade, este conceito amplia as discussoes sobre a sexualidade para alem do ambito reprodutivo, englobando as questoes sociais, culturais e economicas. Ele e construido a partir do ideario de direitos humanos e engloba o direito a informacao e a construcao de uma sexualidade que corresponda ao que cada sujeito escolhe como projeto de vida. Neste sentido, a Educacao em Sexualidade pressupoe a participacao dos profissionais da educacao como mediadores dos processos vividos por estudantes, assim como o subsidio de informacoes e reflexoes capazes de ampliar os repertorios dessas pessoas a ponto de viverem sua sexualidade de maneira integral. Este conceito tambem propoe uma ruptura com as formas hierarquizadas do processo de ensino aprendizagem, colocando alunos e alunas como produtores de sentido para suas vidas. Dai a escolha do outro marco teorico para esta pesquisa ser a ideia de criancas, adolescentes e jovens como sujeitos de direitos, em especial, dos direitos relacionados a sexualidade. A analise das entrevistas apontou a coexistencia de diferentes concepcoes sobre o trabalho com o tema da sexualidade na escola e a incapacidade de separacao dos valores pessoais dos propostos pelas politicas educacionais vigentes. Apesar de distintas, essas concepcoes apresentadas apontaram para um ideal de normalidade, que cada profissional, a seu modo, busca realizar na relacao com os alunos. Este ideal pode explicar a dificuldade em reconhecer as diferentes manifestacoes sexuais de criancas, adolescentes e jovens. Desta forma, a proposta de trabalho com o tema da sexualidade e unidirecional, pautada na ideia do adulto como detentor do saber e, de criancas e adolescentes, como depositarios deste saber. A partir desta atitude, alunos e alunas sao tomados como objeto do saber e do poder dos professores e da instituicao escolar, nao sendo reconhecidas suas liberdades e privacidades prerrogativas da sexualidade humana. E possivel dizer que nao ha o entendimento de criancas e jovens como sujeitos de direito, com possibilidades reais de participacao na construcao, mais concretamente, das normas de convivencia no ambiente escolar. Finalmente este trabalho apresenta a importancia da construcao de uma escola que contemple uma proposta de educacao em sexualidade que proponha acoes que garantam aos estudantes o acesso a informacao, mas, ao mesmo tempo, crie espacos para a reflexao sobre as distintas dimensoes da sexualidade humana
This dissertation presents an exploratory qualitative research about the conceptions of education professionals about school sexuality education. The researcher conducted fifteen semi-structured interviews with education professionals from seven São Paulo city schools. In the interviews, these professionals shared their opinions and experiences about situations happened in schools, including strategies utilized to approach topics related to sexuality in classrooms, as well as their thoughts about what is appropriate to be discussed in the school environment. The concept of sexuality education – which expands the discussion about sexuality beyond the reproduction aspect, encompassing social, cultural and economical perspectives – was used as a reference for this research. The concept of sexuality education is built up from elements of human rights and comprises the right to sexuality based on individual freedom. Sexuality education presumes the participation of education professionals as mediators of students’ experiences, as well as providers of information and discussion that enable students to expand their repertoire in order to have a full sexuality experience. This concept also advocates a break from hierarchized forms of teaching-learning processes, focusing on students as protagonists of their own lives, which leads to the other theoretical ground of the research, that is, children and teenagers as subjects of rights, especially rights related to sexuality. The analysis of the interviews indicated the coexistence of different conceptions about school sexuality education, as well as the inability to separate personal values from the ones incorporated in education policies. Despite being different, these conceptions point out to an ideal of normality that each professional aspires to in their relationship with the students. This idealization can explain their difficulty in comprehending different sexual expressions of children, adolescents and youth, their endeavor being unidirectional, based on the idea that adults hold the knowledge, and children and adolescents are knowledge repository. In this perspective, students are considered objects of teachers’ and school system’s knowledge and power, not having their freedom and privacy - inherent to human sexuality- recognized. It’s possible to affirm that children and youth are not perceived as subjects of rights, with real capability of participation in the construction of social norms in the school environment. Ultimately, this dissertation points to the importance of a school system based on a sexuality education model that guarantees the access to information, and simultaneously, creates opportunities for reflection upon different dimensions of human sexuality.
This dissertation presents an exploratory qualitative research about the conceptions of education professionals about school sexuality education. The researcher conducted fifteen semi-structured interviews with education professionals from seven São Paulo city schools. In the interviews, these professionals shared their opinions and experiences about situations happened in schools, including strategies utilized to approach topics related to sexuality in classrooms, as well as their thoughts about what is appropriate to be discussed in the school environment. The concept of sexuality education – which expands the discussion about sexuality beyond the reproduction aspect, encompassing social, cultural and economical perspectives – was used as a reference for this research. The concept of sexuality education is built up from elements of human rights and comprises the right to sexuality based on individual freedom. Sexuality education presumes the participation of education professionals as mediators of students’ experiences, as well as providers of information and discussion that enable students to expand their repertoire in order to have a full sexuality experience. This concept also advocates a break from hierarchized forms of teaching-learning processes, focusing on students as protagonists of their own lives, which leads to the other theoretical ground of the research, that is, children and teenagers as subjects of rights, especially rights related to sexuality. The analysis of the interviews indicated the coexistence of different conceptions about school sexuality education, as well as the inability to separate personal values from the ones incorporated in education policies. Despite being different, these conceptions point out to an ideal of normality that each professional aspires to in their relationship with the students. This idealization can explain their difficulty in comprehending different sexual expressions of children, adolescents and youth, their endeavor being unidirectional, based on the idea that adults hold the knowledge, and children and adolescents are knowledge repository. In this perspective, students are considered objects of teachers’ and school system’s knowledge and power, not having their freedom and privacy - inherent to human sexuality- recognized. It’s possible to affirm that children and youth are not perceived as subjects of rights, with real capability of participation in the construction of social norms in the school environment. Ultimately, this dissertation points to the importance of a school system based on a sexuality education model that guarantees the access to information, and simultaneously, creates opportunities for reflection upon different dimensions of human sexuality.
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Citação
GAVA, Thais Cristina Montaldi. Concepções sobre educação em sexualidade de profissionais da Rede Municipal de Educação em São Paulo. Dissertação (Mestrado em Ciências) - Escola Paulista de Medicina, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2013.