Sexualidade Infantil e os desafios para a prática docente na escola de educação básica em Parintins

Abstract

This research investigates the challenges of teaching practices related to the discussion of gender and sexuality in basic education, based on na analysis conducted at the Padre Jorge Frezzini State School. It is a qualitative, exploratory, and descriptive study carried out with primary school teachers in the early years of elementary education. The main objective of this study is to analyze how the themes of sexuality and gender are perceived and addressed by teachers, the barriers they face, and the strategies developed in their daily school practices. The theoretical framework is situated within the fields of education, critical psychology, and gender studies, drawing on the contributions of Foucault, Junqueira, Altmann, Louro, and other scholars who discuss sexuality, diversity, and teacher education. The methodology adopted was based on qualitative research, using participant and ethnographic observation of the school environment, as well as narrative interviews, in order to understand the practices, perceptions, and resistances surrounding the treatment of sexuality in public schools. The data collection procedures were organized into three distinct phases: the first phase involved a literature review, seeking studies and research related to the theme, as well as key authors and theoretical references in this field; the second phase, the field research related to the theme, as well as key authors and theoretical references in this field; the second phase, the fiel research, included participant and ethnographic observation of the school context, field diary records, and narrative interviews with the school’s teachers. The third phase consisted of analyzing the data that emerged from the study. The results indicated the need for critical reflection on the topic and for ongoing teacher training that addresses these issues, enabling educators to act with greater confidence, respect, and ethical commitment in the face, and ethical commitment in the face of expressions of childhood sexuality. The analysis highlighted the need to problematize the challenges of educational practice within the context of diversity and to suggest paths toward promoting inclusive and humanizing education that recognizes the child as a subject of rights and values the plurality of human experiences.