Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-12-08T18:13:21Z No. of bitstreams: 1 MarianaBragaAlvesdeSouzaNevesDissertacao2015.pdf: 3780039 bytes, checksum: e7441c739d8c06909ad40fe09b06d993 (MD5) / Made available in DSpace on 2016-12-08T18:13:21Z (GMT). No. of bitstreams: 1 MarianaBragaAlvesdeSouzaNevesDissertacao2015.pdf: 3780039 bytes, checksum: e7441c739d8c06909ad40fe09b06d993 (MD5) Previous issue date: 2015-12-11 / The education sector's efforts to reduce sexual behavior risky of young people is still insufficient and braked by prejudices and taboos related to sexuality education. The 10-24 years old young people are vulnerable structurally and socially to: pregnancy, sexual orientation, gender, sexual violence, racial and ethnic discrimination, symbolic violence inside and outside the school, including bullying by these themes. School appears as one of the few institutional spaces for dialogue on sexuality education. In this sense, we carried out a study to analyze the perceptions of students and teachers of an educational center of high school in the Federal District before the sexuality education strategies. We opted for a case study, and observation, structured interviews and focus groups as a research technique with questionnaires as a research tool. The school that were researched incorporate educational activities concerning sexuality issue in the school routine for more than a decade. Although the project is considered successful by adolescent and youth perception, still walks with difficulty, such as the absence in the Pedagogical Political Plan, either by the end perspective when leading teacher leaving school. The project has the support of the students, the main stakeholders for the theme, and the charismatic leadership of a biology teacher. The trajectory of the project is winding, with shifting of direction and support, according to evidence, teachers prefer not to get involved with a "controversy" theme. In other words, the project does not develop its full potential because they lack domestic support, or they are presented ambiguously, with the exception of students most interested. The main results were identified: there was no increase in sexual practices due to the inclusion of sexuality education issues at school; most students consider important access condoms at school; reduction of pregnancy in school; expansion of dialogue between parents and children about sexuality; increase the school's relationship with the health service and reducing discrimination related to sexuality issues in school. / Os esfor??os do setor de educa????o para diminuir os comportamentos sexuais de risco de adolescentes e jovens ainda ?? insuficiente e esbarra em preconceitos e tabus relacionados a educa????o em sexualidade. A popula????o de adolescentes e jovens de 10 a 24 anos de idade est?? vulner??vel estrutural e socialmente a: gravidez, orienta????o sexual e de g??nero, viol??ncia sexual, discrimina????o racial e ??tnica, viol??ncia velada e simb??lica dentro e fora da escola, inclusive bullying por estes temas. A escola configura-se como um dos poucos espa??os institucionais de di??logo em educa????o em sexualidade. Neste sentido, realizou-se um estudo para analisar as percep????es dos estudantes e dos professores de um centro educacional de ensino m??dio do Distrito Federal ante as estrat??gias de educa????o em sexualidade. Optou-se por um estudo de caso, tendo a observa????o, a entrevista estruturada e o grupo focal como t??cnica de investiga????o tendo como instrumento de investiga????o question??rios. O Centro Educacional aqui pesquisado incorpora a????es de educa????o em sexualidade no cotidiano da escola h?? mais de uma d??cada. Apesar do projeto se mostrar exitoso na percep????o adolescente e juvenil, ainda caminha com dificuldades, seja pela aus??ncia no Plano Pol??tico Pedag??gico, seja pela perspectiva do encerramento quando a professora l??der deixar a escola. Ou seja, o projeto conta com o apoio dos estudantes, principais interessados pela tem??tica, e com a lideran??a carism??tica e interessada de uma professora de biologia. A trajet??ria do projeto ??, por si s??, sinuosa, com apoio inconstante da dire????o e, segundo ind??cios, os professores preferem n??o se envolver com uma tem??tica ???pol??mica???. Ou seja, o projeto n??o desenvolve toda a sua potencialidade porque faltam apoios internos, ou estes se apresentam de forma amb??gua, com exce????o dos estudantes, maiores interessados. Os principais resultados identificados foram: n??o houve aumento das pr??ticas sexuais em virtude da inclus??o dos temas de educa????o em sexualidade na escola; a maioria dos alunos considera importante o acesso do preservativo na escola; redu????o da gravidez na escola; amplia????o do di??logo entre pais e filhos sobre sexualidade; aumento da rela????o da escola com o servi??o de sa??de e redu????o de discrimina????o relacionada aos temas da sexualidade na escola.