A formação do/a pedagogo/a para a educação sexual escolar

Abstract

This is a study that aimed to analyze the way in which Pedagogy Licentiate courses conceive and guide teacher education, aiming at addressing Sexuality as a fundamental demand for human education carried out in this school segment. Characterized, as a qualitative research that makes a documentary analysis of the main norms that guide the formation of the Pedagogue, as well as of the Political Pedagogical Projects / PPP or Pedagogical Projects of the Courses / PPC, of the Pedagogy Degree courses offered by the Federal Public Universities in order to analyze what was conceived in the teacher training policies, that propose the training projects in force in these educational institutions in the country. It used as theoretical content, contributions from Marxist theory, and as a theoretical-methodological reference, dialectical historical materialism, to identify and analyze possibilities and limits in the formation of a Pedagogue for sexual school education. From a theoretical point of view, the research is based on authors who research sexuality in a critical perspective, as Goldberg (1984); Guimarães (1995); Nunes (2005); Nunes and Silva (2000); Figueiró (1996; 1998; 2001; 2007; 2006; 2009); Ribeiro (1990, 2002); Werebe (1998). For data analysis it was used the content analysis methodology of Bardin (2016). The corpus of research consists of (N=118) Undergraduate courses in Pedagogy, these being, (N=93) correspond to classroom courses and (N=25) in modality EAD (on-line courses) Was identitifed that (N=64) courses offer CCRs on the theme of Sexuality and that (N = 54) does not have this CCR offer in their training curriculum. In this scenario, the offer of (N=103) curriculum components (CCRs) related to Sexuality and Sexual Education. The study showed that, since the DCNCP / 2006 and the Resolution CNE/CP nº 2/2015, increasing insertion of curriculum components (CCRs) (N=103) on Sexuality in the curriculum of the initial training of the pedagogue. There were two major categories of CCRs, depending on the nature of their content, being (N=55/53,4%) curriculum components are of specific content and (N=46,6%/48) are of mixed content. Regarding the configuration, optional or mandatory of the CCRs, it was identified that (N=55/53.4%) were configured as optional, while (N=48/46.6%) are mandatory. It was also found that (N=58/56.3%) of the CCRs emphasized the Gender category, while (N=27/26.2%) focused on the Sexual Education category, (N=16/15, 5%) the Curriculum category and, finally, (N=2/2%) the Teacher Training category. A tendency of the CCRs to identify theoretical-conceptual aspects on the thematic focus of Human / Child Sexuality was identified, with an emphasis on gender issues, ethnic-racial issues - power, class, race, differences and prejudices - and diversity that emerge in contemporary societies. Finally, as to the methodological guidelines, which potentiate teaching, there was a great silence, as well as in teacher training.