Teias do discurso: explorando a relação entre as propostas pedagógicas do currículo mato-grossense e a educação em sexualidade
Loading...
Date
2025-02-25
Authors
relationships.isAdvisorOf
Hattge, Morgana Domênica
relationships.isRefereeOf
Oliveira, Márcio de
Munhoz, Angélica Vier
Olegário, Fabiane
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Esta pesquisa está vinculada ao Programa de Pós-Graduação em Ensino (PPGEnsino) da Universidade do Vale do Taquari (Univates), na linha de pesquisa “Docência e Currículo: criações, diferenças e pluralidades” e ao grupo de pesquisa “Currículo, Espaço, Movimento” (CEM). Através dessa, caminhar por uma temática espinhosa, que causa medo e insegurança em professoras/xs/es, foi desafiador. Nesse sentido, problematizei: como as/xs/os docentes abordaram a Educação em Sexualidade no Ensino Médio, considerando as propostas curriculares do Estado de Mato Grosso? A partir dessa inquietação, o objetivo geral da pesquisa foi investigar como as/xs/os docentes do Ensino Médio abordaram essa temática no ensino, tendo em vista as referidas propostas curriculares. Ao se pensar nessa abordagem, foi necessário indagar professoras/xs/es do Estado de Mato Grosso sobre questões que norteiam o currículo e a Educação em Sexualidade. Utilizou-se um questionário no Google Forms para indagar essas/xs/es agentes do ensino sobre as questões norteadoras da pesquisa, com um corte temporal de 2018 a 2024, período em que houve os diálogos e a implementação do “Documento de Referência Curricular para Mato Grosso: Concepções para a Educação Básica” (DRC/MT) (2018) e DRC/MT – Ensino Médio (2021). Como aporte teórico da pesquisa e para a construção do questionário, utilizou-se autoras/xs/es como Foucault (2018), Imani (2023), Louro (2014 e 2018) e Ribeiro (2020), a fim de potencializar e entrelaçar os discursos que envolvem a temática da Educação em Sexualidade. Através dos dados produzidos no questionário e das informações teóricas, percebeu-se que o discurso está regulado por uma “norma” do Homem, Branco, Cisgênero, Heterossexual e Cristão (Louro, 2014, 2018), que tenta ser constantemente (re)afirmada, por meio das posturas de representantes nas esferas municipal, estadual e nacional. Além disso, é fundamental refletir sobre os currículos educacionais, entendendo a importância de que estes abordem habilidades, objetos de conhecimento, disciplinas Eletivas e Trilhas de Conhecimento que dialoguem com temas como Identidades, Gêneros, Sexualidades e/ou Orientações Sexuais, Diversidade, Inclusão e Individualidades. A Educação em Sexualidade deve promover o pensamento crítico e livre de influências dogmáticas, com base em conhecimentos científicos e em respeito à diversidade. O caminhar por meio desse ensino possibilita às/xs/aos estudantes o desenvolvimento do senso crítico e da sua formação integral, de modo a permitir que ela/x/e tome decisões corretas para a sua vida e a da/x/o outra/x/o. Nesse sentido, é preciso (re)significar os discursos que envolvem a Educação em Sexualidade, para que essa abordagem seja multidisciplinar e não se restrinja a um discurso meramente biológico, abrangendo questões sobre as populações marginalizadas em nossa sociedade. Nos discursos apontados pelas/xs/os participantes, observo discursos cercados de inseguranças relacionadas às mães, pais e/ou responsáveis, e ao local onde a escola está situada. Dessa forma, é necessário o desenvolvimento de Políticas Públicas que potencializem esse diálogo nas escolas, em todo o território mato-grossense, de modo que não permaneçam apenas na teoria ou nas propostas curriculares.
This research is associated with the Graduate Program in Teaching (PPGEnsino) at the University of Vale do Taquari (Univates), within the research line "Teaching and Curriculum: Creations, Differences, and Pluralities," and the research group "Curriculum, Space, Movement" (CEM). Addressing this challenging topic, which generates fear and insecurity among teachers, was demanding. In this context, I questioned: how do high school teachers approach Sexuality Education, considering the curricular proposals of the State of Mato Grosso? Based on this inquiry, the general objective of the research was to investigate how high school teachers address this topic, considering the aforementioned curricular proposals. To reflect on this approach, it was necessary to question teachers from the State of Mato Grosso about issues that guide the curriculum and Sexuality Education. A Google Forms questionnaire was used to gather information from these teaching agents regarding the research's guiding questions, focusing on the period from 2018 to 2024. This period includes the dialogues and the implementation of the "Reference Curriculum Document for Mato Grosso: Conceptions for Basic Education" (DRC/MT) (2018) and the DRC/MT – High School (2021). The theoretical framework of the research and the construction of the questionnaire were based on authors such as Foucault (2018), Imani (2023), Louro (2014 and 2018), and Ribeiro (2020), aiming to enhance and intertwine the discourses surrounding Sexuality Education. The data collected through the questionnaire and theoretical insights revealed that the discourse is regulated by a "norm" of the White, Cisgender, Heterosexual, Christian Man (Louro, 2014, 2018), which is constantly (re)affirmed through the actions of representatives in municipal, state, and national spheres. Moreover, it is essential to reflect on educational curricula, understanding the importance of addressing Skills, Knowledge Objects, Elective Subjects, and Learning Tracks that engage with themes such as Identities, Genders, Sexualities and/or Sexual Orientations, Diversity, Inclusion, and Individualities. Sexuality Education should promote critical thinking free from dogmatic influences, grounded in scientific knowledge and respect for diversity. This educational journey enables students to develop critical thinking and holistic education, empowering them to make sound decisions for their lives and those of others. Therefore, it is crucial to (re)signify the discourses involving Sexuality Education so that this approach becomes multidisciplinary and does not remain confined to a purely biological perspective, encompassing issues related to marginalized populations in our society. From the participants' discourses, I observed narratives surrounded by insecurities related to parents, guardians, and the location of the school. Thus, it is necessary to develop Public Policies that enhance this dialogue in schools across the State of Mato Grosso, ensuring that such discussions do not remain theoretical or restricted to curricular proposals.
This research is associated with the Graduate Program in Teaching (PPGEnsino) at the University of Vale do Taquari (Univates), within the research line "Teaching and Curriculum: Creations, Differences, and Pluralities," and the research group "Curriculum, Space, Movement" (CEM). Addressing this challenging topic, which generates fear and insecurity among teachers, was demanding. In this context, I questioned: how do high school teachers approach Sexuality Education, considering the curricular proposals of the State of Mato Grosso? Based on this inquiry, the general objective of the research was to investigate how high school teachers address this topic, considering the aforementioned curricular proposals. To reflect on this approach, it was necessary to question teachers from the State of Mato Grosso about issues that guide the curriculum and Sexuality Education. A Google Forms questionnaire was used to gather information from these teaching agents regarding the research's guiding questions, focusing on the period from 2018 to 2024. This period includes the dialogues and the implementation of the "Reference Curriculum Document for Mato Grosso: Conceptions for Basic Education" (DRC/MT) (2018) and the DRC/MT – High School (2021). The theoretical framework of the research and the construction of the questionnaire were based on authors such as Foucault (2018), Imani (2023), Louro (2014 and 2018), and Ribeiro (2020), aiming to enhance and intertwine the discourses surrounding Sexuality Education. The data collected through the questionnaire and theoretical insights revealed that the discourse is regulated by a "norm" of the White, Cisgender, Heterosexual, Christian Man (Louro, 2014, 2018), which is constantly (re)affirmed through the actions of representatives in municipal, state, and national spheres. Moreover, it is essential to reflect on educational curricula, understanding the importance of addressing Skills, Knowledge Objects, Elective Subjects, and Learning Tracks that engage with themes such as Identities, Genders, Sexualities and/or Sexual Orientations, Diversity, Inclusion, and Individualities. Sexuality Education should promote critical thinking free from dogmatic influences, grounded in scientific knowledge and respect for diversity. This educational journey enables students to develop critical thinking and holistic education, empowering them to make sound decisions for their lives and those of others. Therefore, it is crucial to (re)signify the discourses involving Sexuality Education so that this approach becomes multidisciplinary and does not remain confined to a purely biological perspective, encompassing issues related to marginalized populations in our society. From the participants' discourses, I observed narratives surrounded by insecurities related to parents, guardians, and the location of the school. Thus, it is necessary to develop Public Policies that enhance this dialogue in schools across the State of Mato Grosso, ensuring that such discussions do not remain theoretical or restricted to curricular proposals.
Description
Keywords
Educação em Sexualidade; Currículo; Populações Marginalizadas; Diversidade; Políticas Públicas; Sexuality Education; Curriculum; Marginalized Populations; Diversity; Public Policies
Citation
LIMA, Uanderson da Silva. Teias do discurso: explorando a relação entre as propostas pedagógicas do currículo mato-grossense e a educação em sexualidade. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 05 dez. 2024. Disponível em: http://hdl.handle.net/10737/4846.