Sexualidades na adolescência e escola: um diálogo possível?

Abstract

Trata-se de um estudo descritivo de carater qualitativo com base na comprrensão dos argumentos das/os professoras/esa em relação à temática da sexualidade na escola. A pesquisa tem como lócus uma escola da rede privada e uma pública, sendo que o critério de escollha pautou-se em relação a classe social, ambas localizadas na grande Florianópolis – Santa Catarina. A mesma tem por objetivo:“Compreender os limites e possibilidade de constituir a temática sexualidade como processos educativos no ambiente escolar. Para tanto, utiizo como estrategica metodológicas a entrevista semi-estruturado para professoras/ de diferentes áreas de ensino/aprendizagem e que atuam no ensino médio. A compreensáo estará ancorada na análise de conteúdos proposta por Laurence Bardin. Espera-se com esta pesquisa e estudo contribuir tanto para a formação de professoras, quanto para as propostas pedagógicas escolar. Ou ainda para desmistificar tabus, crenças, preconceitos e discriminações sobre a inclusão da temática sexualidade no ambiente escolar. Para a melhoria na rede de apoio escolar sobre a temática sexualidade em uma idade em que dúvidas e questionamentos sobre sexualidade permeiam o universo de adolescentes.

Qualitative descriptive research that aimed to understand the limits and possibilities of high school teachers in addressing the theme of sexuality in the educational process in the school environment with high school students. Data collection was carried out from September to November 2020, using semi-structured interviews via google forms. To analyze the results, content analysis was used, giving rise to three categories of analysis: Ignorance or non- recognition of other sexualities; Pedagogical practices in sexuality; Silences and resistances. The results show that sexuality is treated as a transversal theme in the school curriculum and that educators recognize and feel the absence of initial and continuing training to work on the theme. Those who do so reproduce pedagogical practices centered on the cisheterocentered biomedical model. Both the questions asked by students and the statements of educators reveal that other sexualities, in addition to heterosexuality, permeate the school environment and the world of adolescents. The strategies used to work on the theme range from denial and fixation in the biological matrix, to the recognition of sexual diversity. Among the barriers found to work on the theme at school, the following stand out: the lack of training; fear of the family's reaction; religious dogmas and lack of support from colleagues and / or school management. Faced with tension due to sexual diversity at school, the conduct is to seek partnership with speakers and / or referral to the school's pedagogical coordination, direction and / or psychologist, pointing to the idea of pathologizing dissident sexualities. All of them interfere in the face of prejudiced and discriminatory attitudes, seeking to avoid emotional violence between colleagues, which points to attitudes of resistance to attempts at silencing. As a final result, there is a need for investment in the training of educators of basic education, enabling them to assume sex education as one of the roles of the school, providing a support network at an age when doubts and questions about sexuality permeates the universe of adolescents.