Tesis
Educação sexual na escola : sentidos subjetivos do sujeito que aprende em uma escola pública de Rio Branco - Acre
Fecha
2018-12-17Registro en:
MIRANDA, Pedro Raimundo Mathias de. Educação sexual na escola: sentidos subjetivos do sujeito que aprende em uma escola pública de Rio Branco – Acre. 2018. 193 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e da Terra, Cuiabá, 2018.
Autor
Alves, José Moysés
http://lattes.cnpq.br/6500775506186127
Alves, José Moysés
157.735.582-20
http://lattes.cnpq.br/6500775506186127
Gonçalves, Terezinha Valim Oliver
085.250.720-87
http://lattes.cnpq.br/0496932429575513
157.735.582-20
Martines, Elizabeth Antonia Leonel de Moraes
733.950..568-72
http://lattes.cnpq.br/6924130950919558
Maio, Eliane Rose
602.136.399-04
http://lattes.cnpq.br/9562371036022440
Pessoa, Wilton Rabelo
689.943.702-34
http://lattes.cnpq.br/0244057330247829
Institución
Resumen
Intentional Sex Education (SE) at school contributes to amplify the civic formation of students,
preparing them for a more humanized living in society. However, few schools have committed
themselves to systematically offer pedagogical activities of SE, as advocated by documents that
consider education in sexuality as part of Human Rights and Sexual and Reproductive Rights,
over the complexity of implementing such activities. Nowadays, the inclusion of intentional SE
at school is a social necessity, due to, among other matters, unwanted teenage pregnancy.
Considering the total number of babies born alive to mothers under the age of 19, in 2015, the
state of Acre registered the highest percentual (27%) in all the Brazilian territory (an average
of 18,1%). The present research, of qualitative approach, inspired by the Subjectivity Theory
and the Qualitative Epistemology by Gonzalez Rey, investigates how High School students’
subjective senses about sexuality configure themselves and how such sense configurations
transform, through dialog and problematization-oriented educational practices, under a
perspective of emancipatory approach to Sex Education. 22 encounters were held with 17
students from a public school from Rio Branco, Acre, to dialog about several topics related to
sexuality, utilizing varying teaching resources. The production of data occurred during the
execution of the activities through group and individual conversations, completing sentences,
drawings, essays and individual records on a notebook reserved for this purpose. The
constructive-interpretative analysis of the data included the elaboration of indicators and
hypotheses for the construction of the theoretical model about the object of study. The results
indicate that the execution of dialog-oriented practices favors the production of subjective
senses related to the sexuality of the research participants as far as the expression and
experience of sexuality. The discussions about relationships, media and sexuality, sexual and
reproductive functions of the genital system, conception and unwanted pregnancy prevention,
Sexual and Reproductive Rights, sexual discrimination and prejudice at school, contributed to
the autonomy, well-being and respect from the research participants towards the different
manifestations of sexuality. The results confirm the thesis that intentional sex education at
school, based on an emancipatory approach, through dialog and problematization-oriented
practices, creates suitable conditions to produce subjective senses adequate to the full-fledged,
responsible and pleasurable experience of sexuality. The results also offer subsidies to (re)think
about means to promote intentional sex education of teenagers at school, under a perspective
of emancipatory approach.