SOCIAL REPRESENTATIONS OF TEACHERS WHO WORK IN HIGH SCHOOL: CONCEPTIONS ABOUT INTEGRAL EDUCATION IN SEXUALITY

Abstract

In our contemporary society, it is crucial to consider, more and more, the complexity of sexuality education, a theme that permeates the history and subjectivities of the subjects. The scope of this article is to identify the Social Representations (SR) in relation to sex education, sexuality and gender in the school context of teachers who work in high school in a state school in the interior of the state of São Paulo. The method used for the data collection procedure was based on semi-structured interviews, with open questions. We used the Theory of Social Representations as a theoretical-methodological framework to interpret and analyze the data obtained with the research. This is a qualitative, descriptive, exploratory and cross-sectional study, carried out with five teachers, with the objective of identifying the SR of the themes mentioned in their pedagogical practices. The results showed that sex education is an especially relevant theme for teachers, given the manifestation of contents, reverberations and expressions of sexuality in the school. However, insufficient training, family accountability, interference of personal and religious values, associated with silencing, taboos and insecurities on the subject, proved to be factors that limit the development of sexuality education. Notably, the current political moment has culminated in setbacks, evidencing tensions related to the theme. In this horizon, it is essential to bring these discussions to light, both in the process of initial and continuing education of teachers. In the context of this research, the importance of proposals aimed at deepening the analyses was evidenced, raising other intentionalities and pedagogical practices concerning sexuality and gender.