Educação para sexualidade e docência na educação infantil: uma análise das produções da UFPB

Abstract

Education for sexuality is crossed by a range of discourses and practices, capable of fostering theoretical reformulations and debates, in the sense of reiterating or questioning concepts relating to gender and sexuality. Thus, the general aim of this study is to analyze the academic productions carried out around the narratives of Early Childhood Education teachers in nurseries and schools and students on the Pedagogy, Distance Pedagogy, Field Education and Psychopedagogy courses at UFPB with regard to sexuality education. It also aims to present the links between the emergence of Childhood - Philippe Ariès (1986), Neil Postman (1999), Michel Foucault (2018; 2020), Isabel Bujes (2001) - and Early Childhood Education from a historical context; analyze the debate around gender and sexuality in childhood based on Guacira Lopes Louro (1997; 2000; 2001), Michel Foucault (2018; 2020), Constantina Xavier Filha (2015; 2021), among others, about power and regulation; and to identify how the academic productions carried out around the narratives of Early Childhood Education teachers in nurseries and schools and students from the Pedagogy, Distance Pedagogy, Field Education and Psychopedagogy courses approach or distance themselves from the discussion about Education for Sexuality. To this end, the methodological approach adopted was the State of the Art, a qualitative bibliographical study. Data was collected from UFPB's Institutional Repository, in which 10 Course Conclusion papers were selected from the years 2014-2021, according to the object of analysis. Through the research, it was found that, even though the number is still small, the discussions of the studies analyzed pointed out the relevance of Education for Sexuality in the school context, with an emphasis on its initiation from Early Childhood Education, in order to provide children with an educational environment conducive to destabilizing cisheteronormativity, with a view to increasing the field of possibilities for acts of resistance. Finally, the results ensured the need to expand the dialog about Education for Sexuality in initial and continuing teacher training, as well as its insertion into the daily life of school institutions, in terms of dismantling an arbitrary and binarist curriculum, and opening up to new forms of pedagogical practice that are increasingly aligned with the subversive.