Educação sexual na educação básica: um estudo com professores do interior do Amazonas

Abstract

Sexual education is an ongoing process of instruction about sexuality, encompassing issues related to the body, reproductive health, consent, identity, pleasure, etc., going beyond biology to promote self-knowledge, respect, and the prevention of violence. In this sense, the objective of this work was to understand the meanings of sexual education for a group of basic education teachers in the interior of Amazonas. The methodology adopted was qualitative in nature. Data collection involved the "snowball" technique for selecting nine participating teachers and conducting semi-structured interviews. For the interpretation of the results, Bardin's Content Analysis procedure was used, theoretically grounded in authors such as Louro, Foucault, Freire, etc. As a result, it was possible to construct four categories: 1) Conceptions about sexual education and sexual orientation; 2) Sexual education in the school context: absences, limitations, and actions; 3) Teacher training, taboos, and sociocultural barriers; 4) Weaknesses in initial and continuing training for addressing sexual education. We observed a duality in teachers' conceptions. On one hand, there is an emancipatory vision that understands sex education as a process of self-knowledge and respect for diversity. On the other hand, a restricted and "hygienist" approach persists, reducing the topic to biological aspects and the prevention of sexually transmitted infections and early pregnancy. The study points out that schools lack institutionalized programs, resulting in a "pedagogy of silence" or the delegation of the topic to specific external actions, such as lectures from the School Health Program conducted by health professionals. The research identified critical barriers to the effective implementation of sex education, highlighting pedagogical insecurity and the unpreparedness of teachers. This scenario reflects weaknesses in initial training (undergraduate degrees) and the absence of specific continuing education. In addition, sociocultural taboos and religious beliefs of the teachers themselves, coupled with the fear of conservative reactions from families, inhibit the debate on sexual and gender diversity. It is concluded that the institutionalization of sex education across the curriculum and investment in teacher training are urgently needed, ensuring that schools fulfill their role in promoting the autonomy, protection, and integral development of Amazonian students. Finally, we offer some recommendations for professional practice related to this topic.