Construindo saberes : a educação sexual e o ensino superior - uma análise acerca dos/as discentes do curso de pedagogia da Universidade Federal de Sergipe

Abstract

This exploratory qualitative research carries out a study on the topic of Sexual Education and its general objective is to promote knowledge on the topic together with the subject Education and Body, for Pedagogy students. The guiding question is: How to approach Sexual Education in the classroom in the initial training of pedagogues? To respond to the question, I chose to go into the field and prepare a class for the thesis. This was designed and prepared with a focus on the 5th period class of the pedagogy course at the Campus Professor Alberto Carvalho in the city of Itabaiana-Sergipe, being an intentional choice of the target audience with participants who already had a basic understanding of the subject. The class had pedagogical preparation that infused meaning in both the investigation and the exposition, without neglecting the structure and organization inherent to a didactic sequence taught in the classroom. For the analysis, fictitious names were used to replace the real names of the students who reported and contributed to the class. The names derive from Countries that address Sexual Education institutionally in schools. The guiding question was answered as I took possible didactic sequences to be worked on in the initial years of elementary school, even if quickly during the execution of the class, as described in detail in the previous section, I showed that there are activities that ensure ES is inserted in lesson plans. The general objective of promoting knowledge about Sexual Education in the Education and Body discipline for Pedagogy students was carried out, above all, with the participation of Holland, New Zealand, England, the United States and Belgium. After completing the class, I recognize that the university shares scientific knowledge, internships and experiences with us that we can teach with mastery and responsibility. Going through this entire process and disregarding that challenging topics, such as Sexual Education, can save children is to affirm that we are not yet ready for the world, much less prepared to be transmitters of knowledge to a room of twelve, fifteen, twenty or even thirty children.