A educação sexual na formação docente em ciências biológica

Abstract

Commonly, the science and biology teacher is responsible for working on sex education at school. However, in the case of cross-cutting content by PCNs, Sexual Orientation is the responsibility of all education professionals, and it is important that it is included in the initial teacher training. In this sense, the work aims to verify contents related to Sexual Education in the conclusion papers of the Biological Sciences course at UFPB, seeking to identify whether there are in the UFPB repository TACCs (Academic Work at the end of the Course) of the undergraduate course in Biological Sciences that deal with the topic of sexuality and gender; reflect on the presence or absence of the topic of sexuality and gender in the TACCs; discuss the importance of including sexuality and gender in the initial training of biology teachers; and highlight the Sexual Education approach adopted in the TACCs. This is a theoretical study of an exploratory nature, using a qualitative approach, carrying out documentary research.The research was based on a theoretical foundation that served as a foundation to analyze the absences and the presence of the sexuality theme in the Conclusion of Course in Biological Sciences and its curriculum. The material was collected through its search in the Repository of the Sectorial Library of CCEN and in the ‘Monographs’ tab of the website for the coordination of the Biological Sciences Course, in TACCs presented between the years 2009 and 2020.Six papers were found that address the theme. They were organized in a table and analyzed. In order to complement this study, a research of the curricular grid was made in the 'Legislation' tab of the electronic page of the course coordination, where the menu of the subjects contained in the Course Pedagogical Project (PPC) was collected, which also went through analysis in the light of the theoretical foundation studied. The results revealed gaps linked to the Sexual Education approach in the Biology course. The absence of the Sexual Education subject as mandatory curricular content in the course shows the teacher unpreparedness for the sexual education work, since, being offered as an optional content, it does not guarantee that all students will have access to this knowledge, since not all are interested in the contents.This absence also negatively influences the demand and interest of students in working on the theme of gender and sexuality in their research. We realized that the focus is on adolescence, addressing unwanted pregnancies and STIs as social problems. We also highlight the medical and pedagogical approaches to sex education in almost all works, suggesting that, even with criticisms of the reductionist approaches to sex education, there is still superficiality in the researches carried out. Therefore, we emphasize the need for investments in initial teacher training with the mandatory implementation of the Sexual Education discipline in the curriculum, and we conclude that this research may be relevant for future studies that seek to question the formation of sexual educators, especially when dealing training of biology teachers.