Discursos sobre educação na formação docente da educação básica

Abstract

This study analyzes Sexual Education in Upper Secondary Education based on the discourses of Biology teachers, considering their sociocultural, sociopolitical, and didactic-pedagogical perceptions. The investigation stemmed from the observation that, in everyday school contexts, these teachers often assume almost exclusive responsibility for addressing issues related to sexuality, facing the challenge of approaching the topic in an interdisciplinary manner and with sensitivity to contemporary demands. The general objective was to analyze the discourses of Upper Secondary Biology teachers regarding Sexual Education, focusing on their didacticpedagogical perceptions of the subject. The specific objectives were: (a) to identify, through documentary research, bibliographic productions related to Sexual Education within the field of Education, mapping theoretical approaches to the topic; (b) to understand Biology teachers’ knowledge of Sexual Education through interviews; (c) to investigate the methodologies used in problematizing the theme; and (d) to develop a pedagogical material containing guidelines for working with Sexual Education, grounded in the needs identified in the teachers’ discourses. Methodologically, this is a qualitative study, understood as a dynamic, open process that is continuously reconstructed throughout the research. Interviews were used as the data production technique and involved eight Upper Secondary Biology teachers from the municipality of Pinheiro, Maranhão, Brazil. The data revealed that, although teachers recognize the relevance of the topic, many avoid addressing it in the classroom, reporting gaps in their initial and continuing education related to discussions of gender and sexuality. The interviews also made it possible to identify methodologies considered more appropriate for teaching Sexual Education in Basic Education, aiming to minimize the difficulties reported by the participants. The results contributed to an understanding of teachers’ discourses and highlighted the need for pedagogical practices that value diversity and promote respect for differences. Based on the research findings, an Educational Product was developed as a pedagogical proposal for addressing Sexual Education in Upper Secondary Education, with a focus on valuing diversity and confronting gender- and sexuality-based inequalities in the school context. It is concluded that educational measures aimed at raising awareness of gender and sexuality issues are necessary, especially within the school environment.