Orientador: Lucila Schwantes Arouca

Tese (doutorado)-Universidade Estadual de Campinas, Faculdade de Educação

Resumo: O estudo aqui apresentado refere-se a uma experiência de implantação de um Projeto de Educação Sexual nas Escolas da Rede Pública Paulista na Divisão Regional de Campinas. Apoiada nos dados de um levantamento preliminar, a autora assume a coordenação dos trabalhos do Projeto durante dois...

Resumo: O estudo aqui apresentado refere-se a uma experiência de implantação de um Projeto de Educação Sexual nas Escolas da Rede Pública Paulista na Divisão Regional de Campinas. Apoiada nos dados de um levantamento preliminar, a autora assume a coordenação dos trabalhos do Projeto durante dois anos, onde atenta ao comportamento dos profissionais da escola: Supervisores, diretores, professores e alunos, e levanta questionamentos sobre os pressupostos da educação sexual. Ao constatar a grande negatividade da instituição escolar. sexualidade e a estagnação do processo burocrático para um problema que hoje se torna emergencial a autora pesquisar através da metodologia qualitativa, caminhos para uma educação sexual culturalmente possível. O trabalho aponta as principais categorias de reflexão subjacentes em questão do sexo escola e discute as perspectivas de uma educação sexual sem mistificações

Abstract: This study relates to sex education in schools. As a member of the Campinas board of Education for the State of São Paulo, Brazi1, the author coordinated the Introduction of a pioneer program on sex education in Public Schools. From 1984 to 1986, she was dlrect1y involved with educators...

Abstract: This study relates to sex education in schools. As a member of the Campinas board of Education for the State of São Paulo, Brazi1, the author coordinated the Introduction of a pioneer program on sex education in Public Schools. From 1984 to 1986, she was dlrect1y involved with educators in schools for discussions, training, workshops on the subject, and the author also organized reunions with students for discussions over a Biology video on human reproduction. From 1986 to 1988, she developed and intensive work interviewing teachers, principals, guidance counselors, and administrative supervisors about the possibility of sex education in schools. She also worked with 10wer social-economical level youngsters in their Sunday Church meetings. From that experience the author, using the methodology of participatory research, designed the theoretical framework for analysis. Two main sources of reference enlightened the ref1ections: 1) The structural characteristics of the schools and its potential for changing sexual behavior; 2) The educational process in itself with special concern to the pedagogical improvement of teachers and school staff on sex education, human relations and the search for curricula adequacy to cultural needs. The author believes that Brazilian schools are very controversial on the subject of sex education. Although the institution remains conservative and closed it is the actual place where sex education happens, maintaining taboos, anxieties and prejudice, fears and misconceptions. The main findings of this study are related to the belief that teachers and educators in general will be good sex educators Ir they can change the position of schools in relation to: 1 - Their repressive approach to the human body, that is actually under strict norms and regulations which inhibit sexual
development and behavior; 2 - The difficulties and lack of skills for expressing related to sexual behavior; concepts 3 - Emotional and affective response to values such as sex stereotypes, machism, repression and an anachronistic view of sex roles hidden in school relationship; 4 - Awareness to the social-political and ethnic implications of some programs in sex education proposed with population control objectives