Educação sexual na escola pública: função pedagógica da gestão escolar

Abstract

This work aims to analyze how democratic management can contribute to the implementation of sex education in public schools, considering the structural, cultural, and pedagogical challenges involved. The research stems from the problem of the absence of effective sex education practices, despite legal guidelines and awareness of its importance. Based on authors such as Gomes (2020), Mattos (2011), and educational legislation (BNCC, ECA), the study highlights sex education as a right of students and a strategy for violence prevention and citizenship building. Methodologically, it adopts a qualitative approach, with a semi-structured interview conducted with a school manager and content analysis based on Bardin (2011). The results show that, although management recognizes the relevance of the topic, there is a lack of institutional policies, teacher training, and didactic resources. The discussions indicate that cultural resistance and lack of support hinder practice. It is concluded that democratic management, combined with continuous training and the participation of the school community, is essential to achieve a critical, inclusive, and humanized sex education.