Sex ou o xadrez da educação sexual : um olhar desde a escola sobre a(s) política(s) de educação sexual
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2016
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Procurou-se o entendimento das alterações que a Lei 60/2009 transportou para
o trabalho de Educação Sexual (ES) realizado em meio escolar, bem como das
implicações para aquele da denominada ‘revisão curricular’, tendo como objetivo geral
avaliar as mudanças introduzidas na organização e dinâmica das escolas e nas práticas
pedagógicas com a implementação da Lei.
Caracterizar o envolvimento em ES, anterior e posterior à Lei, dos sujeitos
estudados, bem como o dos diversos órgãos da Escola e atores da Comunidade
Educativa na implementação da Lei e compreender as barreiras e dificuldades na sua
aplicação e os fatores e atores que a promoveram foram os objetivos específicos
definidos.
A metodologia utilizada foi qualitativa, procurando a compreensão e
interpretação das vivências dos sujeitos, tendo sido realizadas entrevistas
semiestruturadas a coordenadores de Educação para a Saúde (EpS) de 24 escolas e ao
coordenador nacional, que foram sujeitas a análise de conteúdo.
A Lei 60/2009 veio tornar a ES obrigatória em meio escolar, enquadrada na
EpS, o que transportou alterações que permitiram criar expetativas quanto à sua
consecução.
O processo foi favorecido pela designação em cada Agrupamento de um
professor coordenador da EpS/ES, pela construção e coordenação do projeto de ES ao
nível dos 2.º e 3.º Ciclos do Ensino Básico (CEB) pelos Diretores de Turma (DT), pela
disponibilidade das Direções (Dir), de tempo e de espaço para o realizar.
Dos obstáculos ao processo de ES salientam-se a resistência ao nível dos
professores, a extinção das Áreas Curriculares Não Disciplinares (ACND) e a falta de
apoios.
Constatou-se, por fim, que razões de natureza organizacional, conjugadas com
as transformações ocorridas nas condições pedagógicas, parecem ter contribuído para
um retrocesso na efetiva concretização da ES nas escolas.
It was sought the understanding of the changes that the 60/2009 Law has brought for Sexual Education work to be held in schools, as well as the implications for that work of the so-called 'curriculum revision', with the general objective of evaluating the changes introduced in the organization and dynamics of schools and pedagogical practices with the implementation of the Law. The specific objectives defined were: characterize the involvement of the studied subjects in Sexual Education, before and after the Law, as well as the involvement of the various School organs and actors of the Educational Community in the implementation of the Law and understand the barriers and difficulties in its application and finally the factors and actors that promoted it. The methodology used was qualitative, seeking the understanding and interpretation of the subjects’ experiences, and semi-structured interviews were conducted with the Health Education coordinators of 24 schools and the national coordinator and submitted to content analysis. 60/2009 Law obligates Sexual Education in schools, framed in Health Education, which transported changes that have created expectations for their achievement. The process was favored by the designation in each School Grouping of a coordinating teacher of the Health Education/Sexual Education, for the construction and coordination of the Sexual Education project at the level of the 2nd and 3rd Cycles of Basic Education by the Class Directors, by the availability of the Directions, and by time and space to do so. The obstacles to the Sexual Education process include teacher resistance, the extinction of Non-Disciplinary Curricular Areas and the lack of support. It was found that organizational reasons, combined with the changes occurred in the pedagogical terms, seem to have contributed to a setback in the effective implementation of Sexual Education in schools.
It was sought the understanding of the changes that the 60/2009 Law has brought for Sexual Education work to be held in schools, as well as the implications for that work of the so-called 'curriculum revision', with the general objective of evaluating the changes introduced in the organization and dynamics of schools and pedagogical practices with the implementation of the Law. The specific objectives defined were: characterize the involvement of the studied subjects in Sexual Education, before and after the Law, as well as the involvement of the various School organs and actors of the Educational Community in the implementation of the Law and understand the barriers and difficulties in its application and finally the factors and actors that promoted it. The methodology used was qualitative, seeking the understanding and interpretation of the subjects’ experiences, and semi-structured interviews were conducted with the Health Education coordinators of 24 schools and the national coordinator and submitted to content analysis. 60/2009 Law obligates Sexual Education in schools, framed in Health Education, which transported changes that have created expectations for their achievement. The process was favored by the designation in each School Grouping of a coordinating teacher of the Health Education/Sexual Education, for the construction and coordination of the Sexual Education project at the level of the 2nd and 3rd Cycles of Basic Education by the Class Directors, by the availability of the Directions, and by time and space to do so. The obstacles to the Sexual Education process include teacher resistance, the extinction of Non-Disciplinary Curricular Areas and the lack of support. It was found that organizational reasons, combined with the changes occurred in the pedagogical terms, seem to have contributed to a setback in the effective implementation of Sexual Education in schools.
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Orientação: Duarte Rei Vilar
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO SEXUAL, EDUCAÇÃO PARA A SAÚDE, MUDANÇA ORGANIZACIONAL, PRÁTICAS PEDAGÓGICAS, EDUCATION, SEX EDUCATION, HEALTH EDUCATION, ORGANIZATIONAL CHANGE, PEDAGOGICAL PRACTICES