A percepção das(os) professoras(es) em relação a sexualidade das(os) educandas(os) com deficiência intelectual

Abstract

This research aimed to identify the teachers’ perception on the sexuality of the students with intellectual disabilities, as well as the way in which they deal with these issues in teaching practice. In the theoretical referential we present the definition of intellectual disability, the understanding of disability from the social model perspective and the feminist contributions. The definition of the concept of sexuality, the understanding of it in a disabled body, and the pedagogical practices regarding sexual education in school contexts are also highlighted. The results point to the challenges of thinking about sex education for people with intellectual disabilities. The conceptions of the teachers about the sexuality of people with intellectual disabilities were subjective, and most of them are still permeated with preconceived ideas. The institution does not present any guidance on sexuality education and this practice is at the criterion of the professionals making it clear that conceptions and fears influence the non-adoption of a pedagogical practice that contemplates this theme. When these issues arise they are timid and from a biological perspective. Thus, we note the urgency of an internal policy of the institution that promotes spaces of formation for the teachers so that they can feel safe and develop adequate work to guide the students to exercise their sexuality with autonomy and security.