Submitted by FRANCIELE MONIQUE SCOPETC DOS SANTOS santos (franmonigue@gmail.com) on 2017-03-06T18:08:24Z No. of bitstreams: 1 santos_fms_dr_arafcl.pdf: 1463938 bytes, checksum: 517d2e20dca36ca18c3ee426be0a6c1f (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-03-09T20:43:47Z (GMT) No. of bitstreams: 1 santos_fms_dr_arafcl.pdf: 1463938 bytes, checksum: 517d2e20dca36ca18c3ee426be0a6c1f (MD5) / Made available in DSpace on 2017-03-09T20:43:47Z (GMT). No. of bitstreams: 1 santos_fms_dr_arafcl.pdf: 1463938 bytes, checksum: 517d2e20dca36ca18c3ee426be0a6c1f (MD5) Previous issue date: 2016-11-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente tese objetivou enunciar um corpus teórico e metodológico junto às pesquisas de Michel Foucault. Partimos da Análise do Discurso foucaultiana (ADF) para apresentar os sentidos possíveis das políticas públicas educacionais e dos efeitos de sentido oriundos destas, no que concernem às sexualidades; nosso escopo deu-se nos estudos sobre a educação sexual escolar e suas interfaces com os Estudos Culturais. Analisamos as iniciativas de inclusão da educação sexual no currículo escolar no âmbito federativo e, em especial, no estado de São Paulo, as quais configuram nossa primeira esfera discursiva e, em seguida descrevemos o currículo oficial de São Paulo para percebermos como se articulam as temáticas ligadas à educação sexual, por fim, trabalhamos com entrevistas semiestruturadas com professoras e professores que atuam em um Núcleo de Formação Pedagógica destinado à formação continuada e às oficinas curriculares, da Diretoria de Ensino do interior paulista, para, então, delinear o foco de pesquisa, que se enunciou pela seguinte questão principal: a formalização curricular da educação sexual. Constatou-se que há no estado de São Paulo e no Brasil inúmeros projetos de lei que tentaram incluir a educação sexual no currículo oficial. Concluiu-se, no cruzamento das esferas discursivas das propostas de lei, das professoras formadoras dos núcleos pedagógicos e, sobretudo, com a análise do currículo oficial de São Paulo que o processo de institucionalização curricular não dialoga entre o legislativo e as profissionais da educação, e, sobretudo, findamos nossa pesquisa com o reforço da demanda verificada da formação continuada em educação sexual no estado de São Paulo. / This thesis aimed to formulate a theoretical and methodological corpus with the research of Michel Foucault. We start from Foucault's discourse analysis to spell out the possible meanings of educational public policies and direction of production arising from the same regarding sexualities; our scope was given in studies of school sex education and their interfaces with cultural studies. We review the sex education inclusion initiatives in the school curriculum at federal level and in particular in the state of São Paulo, which constitute our first discursive sphere and then describe the official curriculum of São Paulo to realize how articulate the linked themes sex education, finally, work with semi-structured interviews with teachers and teachers who work in a core pedagogical training for the continuing education and curriculum workshops, a school board of São Paulo, and then outline the focus of research enunciated if the main issue: the curriculum formal sex education. It is noted that there is in the state of São Paulo and Brazil numerous bills that attempted to include sex education in the official curriculum. It was concluded at the crossroads in the discursive spheres of government bills, of training teachers of educational centers and, above all, the analysis of the official curriculum of São Paulo that the curriculum institutionalization process does not dialogue between the legislative and professional education and above all ended our research with enhanced verified the continuing education demand in sex education in the state of São Paulo.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-09-26T18:25:05Z No. of bitstreams: 1 LORENA CARVELO E SILVA LIMA.pdf: 1480600 bytes, checksum: a8fe64922269228f028c7e6ade9ea437 (MD5) / Made available in DSpace on 2018-09-26T18:25:07Z (GMT). No. of bitstreams: 1 LORENA CARVELO E SILVA LIMA.pdf: 1480600 bytes, checksum: a8fe64922269228f028c7e6ade9ea437 (MD5) Previous issue date: 2018-08-15 / In this study, we investigated what is in the educational policies regarding sex education in schools and how this theme is presented in the legal documents. An understanding of the educational policies for sex education in the school space was necessary, understanding that, for a theoretically consistent debate, teacher training - initial and continued - is intrinsic to the promotion of sex education, a theme that is relevant especially to the school environment. The research question answered the question: what are the public educational policies related to school sex education, and how are they developed in schools of the State Education Network of Goiás, located precisely in the city of Aparecida de Goiânia? The present research was developed from bibliographical, documentary and empirical research. Initially, a bibliographic survey was carried out by the Brazilian Digital Library of Theses and Dissertations (BDTD), which provided an overview of research on sex education in the years 2012 to 2016. terms 'sex education' and 'educational policies', resulting in only one dissertation and two theses that relate to the present research object and that have enriched the dialogue. For the accomplishment of the empirical research, two schools were chosen - state and urban -, one in the central region of the city and the other in the peripheral region. The theoretical framework adopted was supported by Saviani (2011) and Freire (1982), who presented the conception of education in an essentially emancipatory / liberating way. Regarding the theoretical foundations of Sexual Education, the authors contributed: Foucault (1988), Vianna and Unberhaum (2004), Santomé (1995), Silva (2000), Figueiró (2006), Siqueira (2004), Vitiello Werebe (1998) and Nunes (1996), among other scholars and researchers who portray sex education in Brazil and in the world. The results indicated that in the Federal Constitution of 1988 (CF / 1988), in LDB / 1996 and in the ECA, sex education is treated in a lack of detail between its lines. However, in PNE 2014-2024 and in PEE 2015- 2015, sexuality was eradicated in the interest of religious / conservative social groups, imposing barriers so that school subjects are not given full knowledge, to which the CF / 1988 - assures them the right. It is understood that teachers and students also have the right to a theoretically consistent debate, which can only be achieved through teacher training policies, intrinsically linked to the implementation of a new, complete and quality educational model that is not susceptible , therefore, to purely political and / or religious interests. The empirical research data revealed that 100% of participating teachers understand sex education in school from a hygienist point of view, since they associate it with information and awareness about STDs and the prevention of teenage pregnancy. The results of this research also showed that among the respondents, a large number of teachers - 93% of respondents - considered themselves unprepared to work sex education effectively, since they did not receive specific training for this purpose. Thus, it is identified that, for the implementation of sex education in school, the training of teachers for this specific approach must be prioritized. / Neste estudo, investigou-se o que está posto nas políticas educacionais referente à educação sexual nas escolas e como essa temática se apresenta nos documentos legais. Fez-se necessária uma compreensão das políticas educacionais para a educação sexual no espaço escolar, entendendo que, para um debate teoricamente consistente, a formação dos professores – inicial e continuada – é intrínseca à promoção da educação sexual, tema relevante sobretudo ao ambiente escolar. O problema de pesquisa correspondeu à questão: quais são as políticas públicas educacionais relacionadas à educação sexual escolar, e como elas são desenvolvidas em escolas da Rede Estadual de Ensino de Goiás, situadas precisamente na cidade de Aparecida de Goiânia? A presente investigação se desenvolveu a partir de pesquisa bibliográfica, documental e empírica. Inicialmente, procedeu-se ao levantamento bibliográfico pelo banco de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), o que conferiu uma visão global das pesquisas sobre educação sexual nos anos de 2012 a 2016. Empregaram-se como filtros os termos „educação sexual‟ e „políticas educacionais‟, resultando em apenas uma dissertação e duas teses que se relacionam com o presente objeto de pesquisa e que enriqueceram o diálogo. Para a realização da pesquisa empírica, elegeramse duas escolas – estaduais e urbanas –, uma na região central da cidade e a outra na região periférica. O referencial teórico adotado teve como aporte as reflexões de Saviani (2011) e de Freire (1982), que apresentam a concepção de educação de forma essencialmente emancipadora/libertadora. Já quanto aos fundamentos teóricos da Educação Sexual, contribuíram os autores: Foucault (1988), Vianna e Unberhaum (2004), Santomé (1995), Silva (2000), Figueiró (2006), Siqueira (2004), Vitiello (1994), Werebe (1998) e Nunes (1996), dentre outros estudiosos e pesquisadores que retratam a educação sexual no Brasil e no mundo. Os resultados indicaram que na Constituição Federal de 1988 (CF/1988), na LDB/1996 e no ECA a educação sexual é tratada de forma omissa, em suas entrelinhas. Contudo, no PNE 2014-2024 e no PEE 2015-2015, a sexualidade foi extirpada, segundo o interesse de grupos sociais religiosos/conservadores, impondo barreiras para que não seja oportunizado aos sujeitos escolares um conhecimento integral, a que a Lei Maior – a CF/1988 – assegura a estes o direito. Compreende-se que professores e alunos têm o direito também a um debate teoricamente consistente, que só pode ser concretizado por meio de políticas de formação dos professores, intrinsicamente ligadas à execução de um novo modelo educacional, completo e de qualidade, que não seja suscetível, portanto, aos interesses meramente políticos e/ou religiosos. Os dados da pesquisa empírica revelaram que 100% dos professores participantes entendem a educação sexual na escola a partir de uma concepção ainda higienista, uma vez que a associam à informação e conscientização acerca das DSTs e à prevenção de gravidez na adolescência. Os resultados desta pesquisa também mostraram que, dentre os que responderam à questão, uma grande parcela dos professores – 93% dos respondentes – consideraram-se despreparados para trabalhar a educação sexual de forma efetiva, pois não receberam formação específica para tal. Assim, identifica-se que, para a efetivação da educação sexual na escola, deve-se priorizar urgentemente a formação dos docentes para essa abordagem específica.

Made available in DSpace on 2017-07-10T16:28:06Z (GMT). No. of bitstreams: 1 Andrea Gomes.pdf: 1913081 bytes, checksum: 48a0784afa4223ebd10ac8a923829839 (MD5) Previous issue date: 2016-04-15 / The objective of this study was for us to acquaint about the sex education in teachers training in the Colégio Estadual Mário de Andrade Teachers Training Course, in Francisco Beltrão-PR-BR. We seek to understand which guidelines lead (and if they really lead) the pedagogical work of the teachers who form teachers, regarding to sexuality. By means of empirical and bibliographic researches with qualitative nature, we understand the sexuality as a historical product and human praxis dimension. We based our research by the historical and dialectical materialism. The field research is directed to reading documents produced by the federal and state government in the last twenty years, regarding to the analysis categories: contradiction, historicity, mediations, totality, sexuality, teachers training and sexual emancipatory education, for the teachers training from the Teachers Training Course. We also analyzed works, articles, thesis and dissertations about the sexuality in teachers training and did semi-structured interviews with nine teachers from the Colégio Estadual Mário de Andrade Teachers Training Course, in Francisco Beltrão. We diagnosed that the documents and the guidelines on sexuality demands knowledge from the teachers beyond what most of them had on their initial and continuous formation. And the truths that each one brings from their root culture affects deeply in their way of seeing and living the sexuality, as in the way they teach their students. The will to deepen the knowledge about sexuality exists for the major part of these teachers, but the everyday pedagogical structural conditions bump into a number of impediments for that to happen. We glimpsed an emancipatory sexual education, where the autonomy regarding the value and attitudes linked to sexuality allows the teachers to report sexuality repressive situations. However, to accomplish this emancipation it is necessary to connect dialectically the individual and social poles. / O objetivo desse estudo foi nos inteirarmos sobre o processo de formação em sexualidade para as/os professoras/es do Curso de Formação de Docentes do Colégio Estadual Mário de Andrade, em Francisco Beltrão-PR-BR. Buscamos compreender quais diretrizes orientam (e se de fato orientam) o trabalho pedagógico das/dos professoras/es que formam professoras/es, no tocante à sexualidade. Por meio de pesquisa-empírico bibliográfica de cunho qualitativo, entendemos a sexualidade como produto histórico e dimensão da práxis. Fundamentamos nossa pesquisa pelo método do materialismo histórico-dialético. A pesquisa documental engendrou-se na leitura dos documentos produzidos pelos governos federal e estadual nos últimos vinte anos, no tocante às categorias de análise contradição, historicidade, mediações, totalidade, sexualidade, formação de professoras/es e educação sexual emancipatória, relativas à formação de professoras/es do curso de formação de docentes. Também analisamos obras, artigos, teses e dissertações acerca da sexualidade na formação de professoras/es e fizemos a pesquisa de campo por meio de entrevistas semiestruturadas com nove professoras/es do curso de Formação de Docentes do Colégio Estadual Mário de Andrade de Francisco Beltrão. Diagnosticamos que os documentos e diretrizes relativos à sexualidade exigem conhecimentos das/dos professoras/es além do que a maioria delas/es teve na sua formação inicial e continuada. E as verdades que cada uma/um traz de sua cultura raiz afetam profundamente no seu jeito de ser e de viver a sexualidade, bem como na forma de ensinar suas/seus alunos/as. A vontade de aprofundar os conhecimentos em sexualidade existe para a maioria destas/es professoras/es, porém as condições estruturais pedagógicas cotidianas esbarram em uma série de impedimentos para que isso ocorra. Vislumbramos uma Educação Sexual Emancipatória, na qual a autonomia quanto aos valores e atitudes ligados à sexualidade torne as/os professoras/es capazes de denunciar situações repressoras da sexualidade. No entanto, defendemos que para se efetivar tal emancipação é preciso relacionar dialeticamente os polos individual e social.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-07T12:32:14Z No. of bitstreams: 1 homossexuais_sao.pdf: 3584500 bytes, checksum: 55fb2a565eeaf1c11ab77b05090becbd (MD5) / Made available in DSpace on 2015-05-07T12:32:14Z (GMT). No. of bitstreams: 1 homossexuais_sao.pdf: 3584500 bytes, checksum: 55fb2a565eeaf1c11ab77b05090becbd (MD5) Previous issue date: 2012 / Nenhuma / A partir da análise dos conteúdos de livros de medicina, psicologia e educação publicados no Brasil, entre os anos 1920 e 1970, realiza-se a argumentação de que um conjunto de ideias sobre a homossexualidade foram configuradas e constituíram-se em saberes médicos pedagogicamente articulados, visando gerir os sujeitos categorizados como homossexuais, os quais denominei de pedagogia dos manuais médicos. A tese defendida é também que essa pedagogia influencia ainda hoje o pensamento de quem escreve sobre a homossexualidade. Entretanto, foi possível, perceber nessa análise que um movimento contrário é exercido por outros/as escritores/as, visto que nos acervos das bibliotecas consultadas há obras que aprensentam conteúdos que tentam desconstruir as ideias sobre o/a homossexual veiculadas pela pedagogia dos manuais médicos. A construção da tese de que essas produções ensinam como conduzir sujeitos qualificados de homossexuais, ditando formas de tratar, curar e posicioná-los/as mediante a lógica heterossexual de viver a sexualidade, foi baseada em um conjunto de pressupostos médicos inscritos em 43 livros tendo como perspectiva de análise a teoria Queer. Foram utilizados os fundamentos da análise documental. O material de pesquisa foi categorizado e dividido em dois corpora: corpus 1 - livros de medicina, psicologia e educação publicados entre os anos de 1928 a 1978 (catalogados a partir de quatro bibliotecas: três em Porto Alegre/RS e uma em São Luís/MA) - e corpus 2 - livros de sexualidade e educação sexual (catalogados a partir de quatro bibliotecas de escolas públicas de ensino médio em São Luís/MA). As ideias e representações sobre a homossexualidade veiculadas nessas produções vão do biológico-higienista, passando por ideias psicologizantes até discursos que focalizam o tema a partir de uma visão qualificada como desconstrucionista, visto que imprimem uma discussão pautada na contextualização e problematização do tema ao apresentarem o/a homossexual como uma pessoa que deve ser respeitada, valorizada e percebida como cidadã/o. A pedagogia dos manuais médicos está inserida nas práticas de educação sexual e em todos os espaços sociais e suas ideias podem ser percebidas em livros que abordam a temática da sexualidade. Ela ainda apresenta traços das proposições sobre o homossexual veiculadas no século XX, mas ganha outros contornos e age de acordo com as necessidades da cultura. As resistências a essa forma de ver a sexualidade homossexual também estão em constante movimento e uma possibilidade de reagir às operações dessa pedagogia cultural é problematizá-la, trabalhando-se com metodologias que introduzam discursos desconstrucionistas e presentificadores sobre os sujeitos que vivem a experiência homossexual. / From the analysis of the contents of medical, psychology and education books published in Brazil, from 1920 to1970, the argument is made that a set of ideas about homosexuality have been set and constituted in medical knowledge articulated pedagogically, in order to manage the specimen categorized as homosexual, which I termed the pedagogy of medical textbooks. This study also argued that this pedagogy still influences the thinking of those who write about homosexuality. However, it was possible to notice in this analysis that a backlash is exercised by other writers, as found in the collections of the libraries there are works that have content that attempt to deconstruct ideas about homosexual transmitted by the medical textbooks. The construction of the thesis that these productions teach how lead with individuals qualified as homosexuals, dictating ways to treat, cure, and position them in straight way through the logic of living sexuality, was based on a set of assumptions registered in 43 medical books having as a perspective The queer theory analysis. It were used the fundamentals of documentary analysis. The research material was categorized and divided into two corpus: corpus 1 - medicine, psychology and education books published from 1928 to 1978 (cataloged from four libraries: three in Porto Alegre / RS and one in San Luis / MA) - and corpus 2 - books about sexuality and sex education (categorized from four school libraries in public high schools in San Luis / MA). The ideas and representations of homosexuality made in these productions go to biological - hygienist, go through psychological ideas to the speeches that focus on the theme from a view qualified as a deconstructionist one, because print a guided discussion based on questioning in the context of the subject by presenting the homosexual as a person who should be respected, valued and perceived as a citizen. The pedagogy of medical textbooks is included in the practice of sex education and all social spaces and their ideas can be seen in books that address the topic of sexuality. This pedagogy still has traces of propositions about the homosexual propagated in the twentieth century, but get other contours and acts according to the needs of the crop. The resistance to this way of seeing homosexual sexuality are also in constant motion and an ability to react to the operations of cultural pedagogy is to confront it, working with methodologies that introduce deconstructionist discourse and made present on the individuals who live homosexual experience.

Substantial bodies of literature have examined public opinion about sexual education, the politicization of sexual education in public schools, and connections between population characteristics and social policies. At present, however, little is known about whether and how population characteristics predict the likelihood of specific sexual education policies. We analyze data at the state level in the USA to determine if and how specific religious aspects of states’ populations influence the likelihood of specific sexual education policies. Results indicate that high levels of theism significantly increase the likelihood of sexual education policies stressing abstinence, while higher levels of individuals not actively participating in organized religion correlate with a significantly higher likelihood of having sexual education policy that mandates the coverage of contraception. We discuss these findings in a framework of symbolic politics and moral communities, focusing on the intersections of religion, politics, and sexuality.

Bakgrund: Sexuella och reproduktiva rättigheter baseras på mänskliga rättigheter. En central insats för att öka tillgången till den sexuella och reproduktiva hälsan är en allsidig och omfattande sexualundervisning. Skolan och ungdomsmottagningar anses vara viktiga arenor för sexualundervisning. Många unga i Sverige anser dock att de inte har tillräckligt med kunskaper för att ta hand om sin sexuella hälsa. Barnmorskan har ett ansvar för utbildning av både kvinnor och samhället och utbildningen omfattar sexuell och reproduktiv hälsa. Syfte: Syftet var att sammanställa aktuell forskning kring ungas och lärares erfarenheter av sex- och samlevnadsundervisningen för att därigenom bidra till en breddad kunskapsbas för barnmorskan i det hälsofrämjande och sjukdomsförebyggande arbetet. Metod: Kvalitativ metasyntes med metaetnografi som analysmetod. Totalt kvalitetsgranskades och sammanställdes 16 vetenskapliga artiklar. Resultat: De unga i studien hade tydliga önskemål kring undervisningens innehåll, vilka kvalitéer personen som undervisade skulle ha och miljön de undervisades i. De önskade en bred och nyanserad kunskap om sex och samlevnad, relationer, känslor, sociala och kulturella normer. Lärarna i studien fokuserade i störst utsträckning på hur läroplaner, ledarstöd och politik påverkade undervisningen och i mindre utsträckning undervisningens innehåll. Slutsats: Resultatet av denna metasyntes visar att det finns olikheter i erfarenheter hos både unga och lärare när det gäller sex- och samlevnadsundervisningen. Barnmorskans ansvarsområde, kunskapsbas och uppdaterad förståelse kring sex och samlevnad kan med fördel användas för att hjälpa och stödja i ämnet 2 och därmed bli en del av skolans sex- och samlevnadsundervisning. Klinisk tillämpbarhet: Denna metasyntes kan vara ett underlag för att skapa ett utökat samarbete mellan skolor och barnmorskor för att förbättra sex- och samlevnadsundervisningen och ungas kontroll över egen sexuell hälsa. Denna metasyntes kan även ge stöd och utveckla utbildningen inom pedagogik för barnmorskor, skolsköterskor och distriktsköterskor då alla dessa yrkeskategorier träffar unga. Lärarutbildningens fokus på sex- och samlevnadsundervisning kan genom metasyntesen utvecklas. Slutligen kan beslutsfattare inom skolan få insikt i glappet mellan ungas och vuxnas perspektiv och aktualisera sex- och samlevnadsundervisning och sexuell hälsa inom skolan. / Background: Sexual and reproductive health rights are based on human rights. A major input to rise availability to sexual and reproductive health is a comprehensive and extensive sexual education. Many young people in Sweden consider though that they lack the necessary knowledge to care about their own sexual health. The midwife has a responsibility for the education of both women and society, and education includes sexual and reproductive health. Purpose: The purpose of this study was to compile the current research on the experience of both young people and the teaching staff in the area of sex and sex education to create a knowledge base for the midwife in the health promotion and disease prevention work. Methods: The method of analysis used is a qualitative metasynthesis with a metaethnographic approach. In total 16 scientific articles were juxtaposed and examined. Results: The young people in this study expressed clear wishes not only as to the contents of their studies, but also the personality of the teaching staff and the environment where they are taught. They desired a broad and more balanced knowledge about sexuality and cohabitation, relations, emotions, social and cultural norms. The teaching staff in the study focused mostly on how the school curriculum, organizations and politics affected teaching and less on the contents. Conclusion: The result of this metasynthesis shows that there are differences in the required experience among both young people and teachers when it comes to sexuality and sex education. The midwife’s area of responsibility, knowledge and the revised understanding of sexuality and sex education can with advantage be used to better off the teaching of sex 3 education. Clinical applicability: This metasynthesis can become a basis to create an expanded cooperation between schools and midwives in order to first ameliorate sex education and second to boost the young people’s control of their own sexual health. This metasynthesis can also provide support and develop education in pedagogy for midwives, school nurses and district nurses as all these occupational categories meet young people. Teacher education's focus on sex and cohabitation education can be developed through this metasynthesis. Finally, decision makers within the schoolsystem can gain insight into the gap between young people's and adults' perspectives and actualize sex and cohabitation and sexual health within the schools.

The aim of this study was to investigate how staff members at residential homes experience encountering sexuality among the youths. The study was conducted by using qualitative interviews with four staff members at four different residential homes. The interviews have been analyzed by using content analysis and have been looked at through a perspective of experience, as described by Richard Stevens, and by applying developmental psychology. The results show that, although sexuality is experienced as being distinctly present and being a topic of major concern, the staff members have given sex-education as a means by which to raise their own competence little or no thought. One way to interpret this is that sexuality and sex-education haven’t been given a sufficient space in the work with the youths. Several staff members do experience the need of skills development in order to be able to function in the role as significant others when it comes to sexuality among the youths, and express that they would like to receive training in doing so. To a certain degree they experience situations in which they are not entirely certain how to act and which they are not sure how to handle. The result is somewhat in line with what previous research has pointed at, but does not include staff members having severe problems talking about sexuality with the youths. All participants express that they have minor or no problems with talking about sexuality and with encountering sexuality-related aspects in relation to the youths.

With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Unga människors sexualitet utvecklas till stor del i samklang med den egna könsspecifika kamratgruppen. Det bidrar till att göra mötet med det motsatta könet sårbart och präglat av den egna kamratgruppens förväntningar. En angelägen uppgift för skolans sex- och samlevnadsundervisning är därför att ge utrymme för samtal mellan pojkar och flickor i frågor som rör sexualitet samt att medverka till att bryta könsstereotypa föreställningar. Elever, som efter obligatoriska skolan ej antagits till gymnasieskolans nationella program, erbjuds plats på ett så kallat individuellt program (IV). Fler elever vid individuella programmet än gymnasieskolans övriga elever tycks ha ett riskbeteende med avseende på sexuell och reproduktiv hälsa. Syftet med denna studie var att undersöka skillnader efter kön och födelseland avseende IV-elevers attityder i könsrollsfrågor, deras förmåga att kommunicera i frågor rörande sexualitet samt att utvärdera en tidsbegränsad sex- och samlevnadsundervisning. En enkät besvarades av 345 elever på individuella programmet vid 13 olika gymnasieskolor. Vid sex av skolorna genomförde därefter lärarna undervisning av livskunskapskaraktär med fokus på attityder och kommunikation kopplat till sex- och samlevnad. Vid de återstående sju skolorna genomfördes ingen liknande sex- och samlevnadsundervisning. Cirka en månad efter försöksundervisningen delades samma enkät ut till eleverna vid försöks- och kontrollskolorna. Den inledande enkäten visade att pojkar och gruppen utomnordiskt födda eleverhade en mer fördomsfull syn i frågor som rör sexualitet, arbetsfördelningen i hemmet samt hade svårare att tala med partnern om preventivmedel jämfört med flickor respektive elever födda i Norden. Pojkar hade svårare än flickor att säga nej till sex även då de inte ville ha sex. Några effekter av försöksundervisningen på ungdomarnas attityder, preventivmedelsanvändning eller förmåga att tala om sexualitet kunde ej konstateras. Det behövs ett långsiktigt och brett arbete för att påverka attityder och beteende inom området sexualitet och samlevnad. Inte bara undervisningen är viktig utan också alla de övriga könsrelaterade budskap som möter eleverna under en skoldag. Det behövs mer kunskap om hur olika samhällsaktörer i samverkan kan bidra till att ungdomar – i synnerhet de mest riskutsatta –ska bli bättre rustade att göra egna hälsosamma val / For most young people their sexual identities are primarily shaped by interaction with the same-sex peers which easily leads to misunderstandings and difficulties in communicating issues about sexuality with the opposite sex. Pupils leaving nine year compulsory school in Sweden without the qualifications required for admittance to the standard national programmes at the upper secondary school are offered to attend an “individual programme”. These individual programme attenders, or drop-outs from the national programmes, seem to have a higher risk behaviour compared to young people attending a theoretical or vocational programme at upper secondary school level. The objective of this study was to examine differences in gender role thinking and communication skills between the sexes and to relate the results to sex and ethnicity. Furthermore to evaluate a time limited sex education programmefocusing on gender role attitudes and communication skills. The result of a questionnaire, administrated to 345 pupils at 13 individual programmes, showed that males and young people born outside a Nordic country expressed a higher degree of double standards and had more difficulties in communicating with their partner about contraceptives compared to the female pupils and those pupils born in a Nordic country. Men had more difficulties compared to women in refusing undesired sex. The individual programme attenders were divided into an intervention group and a control group. The intervention consisted of about 15 lessons of sex education focusing on gender role attitudes. Both groups answered the same questionnaire one month after the sex education intervention. The analyses of the result of the questionnaires showed no statistically significant differences between the intervention and the control group.In order to influence young people’s attitudes and behaviour in the field of sexuality and gender roles, a comprehensive work is a precondition. Not only the teaching is important but also gender related messages which confront the pupils all over the day. There is also a need for more collaboration between local organisations in order to convey appropriate education, counselling and individual support to make young people at risk better equipped to make their own choices healthier / <p>ISBN 91-7997-089-3</p>

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ethnographic study adapted to education that aimed to investigate the actions and relation of teachers and their daily work in sex education of adolescents in primary and secondary schools that configure the educational praxis of school experience and the specific objectives were: identify the teachers approach on sex education at school in the perception of adolescents; characterize the adolescents from the social and sex point of view; know the teachers' perception on sexuality and sex education; describe the teachers' work on sex education in a public school of Juazeiro do Norte- CE, Brazil; and, learn their values and attitudes toward adolescents' sexuality in school environment. The fieldwork was carried out from September 2009 to February 2010 through a questionnaire answered by 67 students, followed by observation and semi-structured interviews with seven teachers that had their classes observed. Questionnaire data was organized through the Collective Subject Discourse Method, teachers' perception of sexuality and sex education through thematic categorization. The analysis happened in a reflective and interpretive way. The students reported that the teachers usually did not approach the issues in classroom and when it was present it was predominantly in biological sciences, guided by the prerogative of preventing sexually transmitted infections. The concept of sexuality was divided in two categories: gender and sexual orientation. Besides physical aspects, there was spiritual elements and expression of love between humans, although these were secondary to the attributes of genitals and sexual intercourse, surrounded by the natural character. Sex education was based on three themes: sexual intercourse, body physiology and social behavior. Science classes figured as the most appropriate place to discuss the matter. It was found that even though the issues were raised by the students, the teachers were always omitted in any intervention. We verified the presence of moral and personal values in the conduction of educational practices, silence concerning the prejudice against homosexuals and the loss of virginity, as well as maintenance of gender inequalities. The approach on sexuality in the school environment does not happen in a cross-sectional way. The pedagogical practice was configured as sexist in a gender environment that uses silencing as a way of disciplining and controlling sexuality, as well as for the maintenance of hegemonic order, producing and reproducing the values and attitudes of the patriarchal and sexist society model. Thus, the teaching work needs constant renewal, being necessary to overcome the biomedical/scientific model on sexuality, considering its historical, social and cultural dimensions, whose crosssectional actions should be seek in various fields of knowledge. / Estudo do tipo etnográfico, adaptado à educação, cujo objetivo geral foi investigar ações e relações dos/as professores/as e seu trabalho cotidiano na educação sexual de adolescentes do Ensino Fundamental e Médio que configuram a práxis pedagógica da experiência escolar e os objetivos específicos foram: identificar a abordagem de professores/as acerca da educação sexual no espaço escolar segundo a percepção dos/as adolescentes; caracterizar os/as adolescentes escolares do ponto de vista social e sexual; conhecer a percepção sobre sexualidade e educação sexual dos/as professores/as; descrever o trabalho de educação sexual dos/as professores/as de uma escola pública de Juazeiro do Norte- CE; e, apreender os valores e as atitudes dos/as professores/as em relação à sexualidade de adolescentes no espaço escolar. O trabalho de campo foi desenvolvido de setembro de 2009 a fevereiro de 2010 por meio da aplicação de um questionário respondido por 67 estudantes, seguido de observação e entrevista semiestruturada com sete professores/as que tiveram aulas observadas. Os dados dos questionários foram organizados através do Método do Discurso do Sujeito Coletivo, a percepção docente de sexualidade e educação sexual por categorização temática. A análise aconteceu de forma reflexiva e interpretativa. Os/As estudantes referiram que os/as professores/as, geralmente, não abordavam as questões em sala de aula e quando esta esteve presente localizava-se, predominantemente, nas ciências biológicas, pautadas na prerrogativa da prevenção das infecções sexualmente transmissíveis. O conceito de sexualidade foi dividido em duas categorias: sexo e opção sexual. Além de aspectos corporais, houve elementos espirituais e de expressão do amor entre os seres, embora estes fossem secundários aos atributos genitais e do intercurso sexual, circundados pelo caráter natural. A educação sexual foi pautada sobre três eixos: relação sexual, fisiologia corporal e comportamento social. Para os/as docentes, as aulas de ciências se figuraram como espaço mais adequado para se tratar do assunto. Constatou-se que, mesmo sendo o assunto suscitado por parte dos/as estudantes, os/as professores/as se omitiram em realizar qualquer intervenção. Observou-se a presença de valores morais e pessoais na condução das práticas educativas, atitudes de silenciamento em relação ao preconceito a homossexuais e perda da virgindade, assim como manutenção das desigualdades de gênero. Conclui-se que a abordagem da sexualidade no espaço escolar não ocorre de forma transversal. A prática pedagógica configurou-se como sexista em ambiente generificado que usa o silenciamento como forma de disciplinamento e controle da sexualidade assim como para a manutenção da ordem hegemônica, produzindo e reproduzindo os valores e as atitudes do modelo de sociedade patriarcal e machista. Neste sentido, o trabalho docente necessita de constante renovação, sendo preciso superar o modelo biomédico/científico na sexualidade, considerando dimensões histórica, social, cultural e política, cuja transversalidade das ações deve ser meta a ser alcançada nos diversos campos do saber.