A educação sexual em aulas de ciências e biologia é unicamente reprocentrada ou inclui a perspectiva mais ampla dos direitos sexuais e reprodutivos? Um olhar sobre a prática docente

Abstract

The main objective of this work is to discuss whether Sex Education in Science and Biology classes is solely reprocentric, that is, focused only on reproduction and other related aspects (sexually transmitted infections, etc.) or whether it is also discussed with a focus on sexual rights and reproduction. To materialize the discussion, the guiding documentation of the curricula of Brazil and the state of Goiás were analyzed, on the one hand, and the practice of six teachers working in the city of Águas Lindas de Goiás, on the other. In the first stage the categories of Natural Sciences, Sciences and Biology were analyzed in nine different documents, namely: National Curriculum Parameters for the years 1997 and 1998; National Curricular Parameters high school stage (PCNEM); National Curriculum Parameters volume 10 (Cultural Plurality and Sexual Orientation); Reference Curriculum of the Goiás State Network; National Curriculum Guidelines for Basic Education (DCN); National Common Curriculum Base (BNCC); Curricular Document for Goiás (DC - GO) and Curricular Document for Goiás, high school stage (DCGOEM). The purpose of this investigation was to verify how sex education, as well as the idea of ​​sexuality are displayed in this material, consequently, we also sought to understand what kind of legal support teachers of basic education have to teach their classes. The second stage consists in producing and distributing a survey to teachers from the State Education Network of Águas Lindas. This survey consisted of 16 questions, of which 11 were closed-ended and 5 open-ended and aimed to understand the respondents’ approach in the classroom in relation to sexual education. A concise number of answers was expected and this expectation was met, since only six teachers answered it. The teachers’ approach and the analyses of the documentation were categorized according to the contemporary approaches to sexual education proposed by author Jimena Furlani. The conclusions of this research showed that, although some guiding documents of the curricula present sexuality as a broad and natural aspect and consequently defend a sexual education focused not only on the biology of the individual, the vast majority of respondents chose to act with a limited approach to sexual education that focused mainly on biology and reproduction. In addition, the main guiding material, the Common National Curricular Base, is in agreement with an approach that prioritizes the discussion about sexually transmitted infections and early pregnancy and little mentions about sexual and reproductive rights.