Trabalho de Conclusão de Curso de Graduação
Assexualidade e diversidade sexual: percepções de pessoas assexuais acerca de sua educação sexual escolar
Fecha
2022-08-12Registro en:
COLETTO,J. dos P. Assexualidade e diversidade sexual: percepções de pessoas assexuais acerca de sua educação sexual escolar. 2022. 65 p. Trabalho de Conclusão de Curso (Graduação em Psicologia) - Universidade Federal de Santa Maria, Santa Maria, RS, 2022.
Autor
Coletto, Jéssica dos Passos
Institución
Resumen
Asexuality can be defined as a spectrum in which individuals do not experience sexual
attraction, or feel attraction infrequently and/or under specific circumstances. This work
considers asexuality as a sexual orientation since this is the prevailing perspective among
asexual individuals and a way of legitimizing their political struggle. In an effort to intersect
asexuality with education, this research concentrates on school sex education. The reason for
this choice is that the school is one of the main spaces for socialization, allowing students to
learn how they see themselves and are seen by the world, as well as the personal differences
between them. To understand how school sex education takes place in the country, we discuss
national guidelines that regulate Brazilian school curricula. Therefore, the current study
searched the literature on sexual diversity aimed at the teaching of sex education, which
concerns the different forms of expression of sexuality, affections, and identities. Given this,
the goal is to understand how asexual people experienced their sexual education process in the
school environment. This qualitative research had as participants ten people who self-identify
as asexual and who answered an online survey about asexuality and sex education. In our
findings, it is shown that school sex education did not cover the needs of asexual people, such
as the differentiation between sexual and amorous attraction, and that asexuality was never
even mentioned in these environments. The sex education that the participants had contact
with had a biological and heteronormative bias, thus excluding any perspective of
interdisciplinarity or sexual diversity. Participants indicated that it would be necessary to
include in their educational process discussions about asexuality, sexual diversity, consent,
knowledge about their own bodies, and other nuances not only about asexuality. Furthermore,
it appears that the relationship between peers in the school environment during adolescence is
an important factor in the asexual-sexual differentiation. Also, that the lack of knowledge
about asexuality during this period can make some people more susceptible to performing
sexual acts that they are not comfortable with, plus feel as if something is wrong with them.
Finally, with this study, we expect to promote the visibility of asexuality and its
normalization, and help build a more inclusive education based on respect for sexual diversity
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