Educação para as sexualidades: o que é isso que se mostra no Ensino de Ciências?

Abstract

In this work, we look back at sexualities and their intersections with science teaching in the sense of a social, historical and cultural construction. It is, therefore, an investigation in search of understanding the phenomena that appear from the representations of science teachers about sexualities in the practice of science teaching. The questions that guided were: what are the representations of teachers who teach the subject science about sexualities? Which are their orientations in order to plan activities aimed at addressing sexualities? What is the curriculum practiced with regard to the sexualities of teachers who teach science? In order to understand these issues, we carried out the state of the matter, which allowed us to explore and outline this research. In addition, we resorted to semi-structured interviews with two teachers who teach science in elementary school in public schools. We used discursive textual analysis in order to explore and understand the phenomena that were shown in the transcripts. The results allowed us to understand that there is a duality between the views aimed at the naturalization of sexualities, especially present in official curricula, and the views that discuss sexualities as a social construct, but that in pedagogical practice they intersect. Furthermore, pedagogical perspectives are directly influenced by teachers' perspectives.