Thesis advisor: Thomas M. Crea / Thesis advisor: Scott D. Easton / This qualitative study collected and analyzed original interview data with mental health clinicians and survivor mentors exploring their perspectives on and experiences in aftercare/recovery work with survivors of domestic and international sex trafficking in the United States, through multidisciplinary and multisystemic contexts. This study addresses the significant gap of research on mental health recovery support with survivors of sex trafficking, which exists despite disturbing prevalence rates of sex trafficking, especially amongst girls and women of Color living in the United States. The study examined mental health providers’ perspectives on treatment approaches they employ, the processes they find to be effective, and their views on emancipatory approaches in recovery work. This study collected, transcribed, and analyzed semi-structured interview data with 13 mental health providers (including clinicians and peer/survivor mentors), and employed qualitative conventional content analysis. The study is the first to explore mental health providers’ experiences with service provision/accompaniment with a focus specifically on their work within multidisciplinary and multisystemic environments. It aims to increase understanding about the perspectives and approaches held by multidisciplinary therapists and survivor mentors, who specialize in accompanying survivors of sex trafficking, and may hold important insights into this complex work. The study found that therapists and peer mentors are challenged by barriers, and leverage key opportunities in their work through multidisciplinary and multisystemic contexts, and benefit from partnering with each other in survivor recovery work. It also found that survivor community and peer mentors are central to aftercare/recovery work, and that providers work to employ an intersectional/emancipatory healing lens. Analyses identified fifteen approaches to recovery work, organized into four categories: 1) integrated structural and trauma-sensitive emotional support; 2) community and emancipatory healing approaches; 3) peer mentor as a critical role; and 4) multiple systems challenge recovery. Implications for future research, clinical practice and policy are discussed. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

No description available.

Made available in DSpace on 2016-04-27T14:32:02Z (GMT). No. of bitstreams: 1 Maria de Lourdes Silva Crepaldi.pdf: 1064202 bytes, checksum: 3fce30118bc7e42e67cc442e7a0880d3 (MD5) Previous issue date: 2007-08-24 / The object of this work is constituted in identifying the focuses which are the obstacles of the curriculum development and search for ways to the curriculum reorganization of the Odontology course at the University of Cuiabá-MT. It was an intention to limit the analysis to some academic focuses, in an outline able to characterize only the didactic-methodological aspects. The aim was to contribute to the Institutional Evaluation of the University with the results of the evaluationreorganization of the Course being studied, searching for an emancipatory curriculum. The investigation consisted of an action-research characterized by the intervention which leads to integrated action, to getting competence for action, to building viable alternatives to the auto-regulation and to the transforming practice of the university life. The analysis of the documents, interviews, questionnaires, small committees, seminars, Lafourcade s curriculum indicative table of areas and Smyth s table (1991, p. 122) for the process of critical reflection on the teaching practice, in classes, were the used procedures. The observed results took place in the teacher s low pedagogical knowledge; the closed, little flexible disciplinary curriculum organization type, the teachers initial non-involvement in the research and consequently with the continued education; Unic s involvement with the social actions, which has been contributing to the professional citizen formation, although bigger emphasis should be given to this purpose, when specifically treating the curriculum reorganization with emancipatory perspective / O objeto do presente trabalho constituiu-se em identificar os focos obstacularizadores do desenvolvimento do currículo e buscar caminhos para reorganização curricular do curso de Odontologia da Universidade de Cuiabá-MT. Foi intenção limitar a análise a alguns focos acadêmicos, num recorte capaz de caracterizar apenas os aspectos didático-metodológicos. Teve como objetivo contribuir para a Avaliação Institucional da Universidade com os resultados da avaliação/reorganização do Curso em estudo, em busca de um currículo emancipatório. A investigação consistiu numa pesquisa-ação caracterizada pela intervenção que conduz à ações integradoras, a ganhar competência para ação, a construir alternativas viáveis à auto-regulação e à prática transformadora da vida universitária. A análise dos documentos, entrevistas, questionários, pequenos comitês, seminários, quadro indicativo de áreas do currículo de Lafourcade e quadro de Smyth (19991, p.122) para o processo de reflexão crítica da prática de ensino, em aulas, foram os procedimentos empregados. Os resultados observados incidiram sobre o baixo conhecimento pedagógico do professor; o tipo de organização curricular disciplinar fechado, pouco flexível, o não envolvimento inicial dos docentes com a pesquisa e conseqüentemente com a formação continuada; o envolvimento da Unic com as ações sociais, o que vem contribuindo para a formação do profissional cidadão, embora maior ênfase deva ser dada nesse propósito, quando do tratamento específico em relação à reorganização curricular com perspectiva emancipatória

La recherche théorique et spéculative qui fait l’objet de cette thèse permet de propo-ser un modèle d’éducation à la citoyenneté qui aurait des visées émancipatrices. S’inscrivant dans la tradition des sciences critiques et de la pédagogie critique de Freire (1968), elle défend d’abord l’idée que malgré la charge idéologique ou politique qui y est associée, l’éducation à la citoyenneté, comme toute forme d’éducation formelle ou informelle, devrait poursuivre la liberté et l’autonomie comme finalités. C’est en prenant appui sur les thèses récentes du philosophe Axel Honneth (2015 et 2017), attaché à l’École de Francfort, portant sur le concept de liberté sociale et en exploitant les outils de l’herméneutique défendue par Ricœur notamment, qu’il a été possible dans un premier temps de proposer un modèle de citoyenneté de liberté sociale et, dans un deuxième temps, de définir certaines des caractéristiques des citoyen·ne·s de liberté sociale. Enfin, ce travail a permis de faire émerger des habiletés et des aptitudes que l’éducation à la citoyenneté qui aurait la liberté et l’émancipation comme finalités devrait contribuer à développer ou à entre-tenir. En raison de leur portée, nous nommons ces habiletés des vertus démocratiques. Les six vertus démocratiques que notre travail permet de faire émerger et qui devraient faire l’objet d’un enseignement ou d’un apprentissage sont 1) l’autonomie critique ; 2) la capacité à délibé-rer et à décider collectivement ; 3) la reconnaissance ; 4) la solidarité ; 5) la créativité ; et 6) la capacité d’action. / The theoretical and speculative research that is the subject of this thesis proposes a model of citizenship education that would have emancipatory aims. Following the tradition of critical sciences and Freire's critical pedagogy (1968), it first defends the idea that despite the ideological or political charge associated with it, citizenship education, like any form of formal or informal education, should pursue freedom and autonomy as its goals. By taking as a basis the recent theses of the philosopher Axel Honneth (2015 and 2017), attached to the Frankfurt School, on the concept of social freedom and by exploiting the tools of the hermeneutics defended by Ricœur in particular, it was possible, firstly, to pro-pose a model of citizenship of social freedom and, secondly, to define some of the characteristics of citizens of social freedom. Finally, this work allowed us to identify skills and aptitudes that citizenship education, which would have freedom and emancipation as its goals, should help to develop or maintain. Because of their scope, we call these skills democratic virtues. The six democratic virtues that should be the object of teaching or learning and that our work pro-poses are 1) critical autonomy; 2) the capacity to deliberate and decide collectively; 3) recog-nition; 4) solidarity; 5) creativity; and 6) the capacity for action.

Published Article / This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-13T17:22:04Z No. of bitstreams: 2 Dissertação - Mariângela Oliveira de Azevedo - 2016.pdf: 4381310 bytes, checksum: 1b8787d50b164ac9d8ab45b50ad4f36c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-16T10:55:08Z (GMT) No. of bitstreams: 2 Dissertação - Mariângela Oliveira de Azevedo - 2016.pdf: 4381310 bytes, checksum: 1b8787d50b164ac9d8ab45b50ad4f36c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-16T10:55:08Z (GMT). No. of bitstreams: 2 Dissertação - Mariângela Oliveira de Azevedo - 2016.pdf: 4381310 bytes, checksum: 1b8787d50b164ac9d8ab45b50ad4f36c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-15 / Human sciences in general, and Geography, in particular, have characteristics that can contribute to the criticality of the subjects from the training concepts, indispensable to understanding the world and its transformation. The concept of place in Geography, may enable broad critical reflections of the world, therefore, because this globalized, conflicts and socio-spatial relations are not restricted the particularities of one or the other place. The place is articulated to the global total, characterized as a contradictory space of hegemonic domination and critical resistance and humanizing. From the foregoing, the present study sought to problematize the teaching of Geography, the relationship between the concept of place and possibility of an education that is proposed emancipating in the Second Cycle of the Fundamental Education. We tried to articulate the discussions of teaching of Geography and the concept of place, the visions of the world, the human being and the concept of Geography and its history. The method of analysis outlined in the historical dialectical materialism by considering the school education as a human and social activity. Still, we tried to show that Geography, since elementary school can be useful for reading and understanding the world in its complexity and that the concept of place is can configured itself as revealing the reality of the new demands of economic globalization. Objectifying praxis of the research, we conducted investigations and analysis of how the content of Geography that deals with the concept of place have been covered in the Second Cycle of Elementary School and what kind of knowledge can be created from the practices of pedagogical that are used for such practices.The reflections arising from the research, at the end , based us in the preparation of a didactic proposal approach to the concept of place, having the neighborhood as a content. / As ciências humanas, de modo geral, e a Geografia, em particular, possuem especificidades que podem contribuir com a criticidade dos sujeitos a partir da formação de conceitos, condição indispensável à compreensão do mundo e à sua transformação. O conceito de lugar, na Geografia, pode possibilitar amplas reflexões críticas do mundo, pois, por ser este globalizado, os conflitos e as relações socioespaciais não são restritos às particularidades de um ou de outro lugar. O lugar é articulado à totalidade global, caracterizando-se como um espaço contraditório de dominação hegemônica e de resistências críticas e humanizadoras. A partir do exposto, o presente trabalho buscou problematizar, no ensino de Geografia, a relação entre o conceito de lugar e a possibilidade de uma educação que se proponha emancipadora no Ciclo II do Ensino Fundamental. Procuramos articular as discussões do ensino de Geografia e do conceito de lugar às visões de mundo, ser humano e ensino e às concepções de Geografia e sua historicidade. O método de análise delineou-se no materialismo histórico dialético por considerarmos o ensino escolar como uma atividade humana e social. Ainda, intentamos mostrar que a Geografia, desde o Ensino Fundamental, pode ser proveitosa para a leitura e a compreensão do mundo em sua complexidade e que o conceito de lugar é capaz de configurar-se como revelador da realidade ante as novas demandas da globalização econômica. Objetivando a práxis da pesquisa, realizamos investigações e análises de como os conteúdos de Geografia que tratam do conceito de lugar têm sido abordados no Ciclo II do Ensino Fundamental e que tipo de conhecimentos podem se formar a partir das práticas pedagógicas utilizadas para tal. As reflexões advindas da pesquisa, ao final, nos embasaram na elaboração de uma proposta didática de abordagem do conceito de lugar, tendo como conteúdo o bairro.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / O trabalho tem como questÃo central de anÃlise a sociedade industrial avanÃada do ponto de vista da Teoria CrÃtica, no sentido de repensar o significado da dominaÃÃo e da barbÃrie que nela impera, evidenciando o papel ativo do homem na sua historicidade, como tambÃm o papel da educaÃÃo nesse modelo de sociedade, atravÃs do pensamento de Marx, Marcuse e Adorno. Para isso destaca, de Marx, os pressupostos ontolÃgicos das relaÃÃes histÃrico-sociais dos homens enfatizando sua concepÃÃo de histÃria, bem como a alienaÃÃo socialmente construÃda pelo prÃprio homem. De Marcuse, enfatiza sua crÃtica à RazÃo instrumental, destacando os novos padrÃes da individualidade, surgidos na sociedade tecnolÃgica, como tambÃm sua defesa para o resgate do pensamento negativo como condiÃÃo para superaÃÃo e transformaÃÃo desse modelo de sociedade. Quanto à Adorno, demonstra a anÃlise que ele faz das relaÃÃes sociais dominantes, atravÃs da indÃstria cultural, que culminou com a destruiÃÃo da dimensÃo humana do indivÃduo e, a partir dessa anÃlise, a defesa que ele faz da necessidade de resgatar a humanizaÃÃo do homem, capacitando-o para o esclarecimento e para a reflexÃo crÃtica, a fim de libertÃ-lo das condiÃÃes de opressÃo e de menoridade em que se encontra. Enfatiza sua crenÃa numa educaÃÃo emancipatÃria, que conduz o homem para a transformaÃÃo da sociedade. Finalmente o trabalho mostra as contribuiÃÃes de Marx, Marcuse e Adorno que apontam e viabilizam essa educaÃÃo crÃtica e emancipatÃria / The central issue in this work is the analysis of the advanced industrial society in the Critical Theory point of view, and re-thinking the meaning of barbarism and domination that is imperative in this viewpoint. Thru Marxâs, Marcuseâs and Adornoâs thinkings, we evidence menâs active role in their historicism, as well as the educational role in this society model. For this purpose we point out Marxâs ontological presuppositions of sociohistorical menâs relations, emphasizing his conception of History and the alienation socially constructed by men themselves. We also emphasize Marcuseâs critique of the Instrumental Reason, pointing out the new individuality patterns that emerge from the technological society, as well as his defense in rescuing the negative thinking as a condition to overcome and transform this society model. We demonstrate Adornoâs analysis of the dominant social relations through culture industry, which ended destroying the individual humane dimension. Based on his analysis, we point out his claims to rescue menâs humanization enabling them to enlightenment and critical reflection, so that they can free themselves of oppression and domination circumstances. We emphasize his beliefs in an emancipatory education which conducts men to the transformation of society. Finally, our work presents Marxâs, Marcuseâs and Adornoâs contributions in making possible this emancipatory and critical education

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-11T11:49:27Z No. of bitstreams: 1 IRENE SILVA DE ABREU.pdf: 1082026 bytes, checksum: addb674b6f733a9a2f608537c3030d38 (MD5) / Made available in DSpace on 2017-10-11T11:49:28Z (GMT). No. of bitstreams: 1 IRENE SILVA DE ABREU.pdf: 1082026 bytes, checksum: addb674b6f733a9a2f608537c3030d38 (MD5) Previous issue date: 2017-09-21 / This research seeks to understand how teachers and assistants of the SME of Goiânia develop (or not) the sexual education of children, as well as seek guidelines for an emancipatory education that contemplates sex education in child education spaces. For this, it is sought to understand human sexuality from a historical perspective, since sexuality is something inherent to the human being and is present from early childhood. It is also considered the strong influence of religion and hygienist medicine on the sexuality of the people, as well as the public policies that were somehow predecessors of the education currently developed in the Municipal Centers of Early Childhood Education (CMEIs) ) of Goiânia, as well as the lack of clear legislation and guidelines on sexuality in early childhood education. Thus, it was sought to answer: What practices and / or needs of educational professionals of the Municipal Education Network (RME) of Goiânia, with a view to an emancipatory child sexual education? In the methodology, we opted for a field research, with a qualitative-quantitative approach. First we did a literature review and a literature review. The locus of the research is the SME of Goiânia, through one of its CEIs and one of its CMEIs. We have 30 respondents from two units of Early Childhood Education, corresponding to more than 40% of the total of professionals from both units. Subsequently, we conducted interviews with twelve teachers from both Centers. The research results pointed out that the education professionals surveyed have a certain difficulty in working with sexuality. Expressive 31.8% of the education professionals of the CMEI Verde and 41.2% of the professionals of the CIE Amarelo revealed that they face taboo to approach the theme. In addition, several factors - such as family education, religious orientation, parental posture, lack of an educational policy in the units observed and lack of adequate training - compromise the effective implementation of a child sexual education. It was emphasized, above all, that in Brazilian society, religion of a Christian nature played and still plays a major role both in the sexual behavior of the families and in public policies. Moreover, with such a historical heritage, the difficulties faced by children's sexual education in the formal education spaces for children, especially from the emancipatory perspective. / Esta pesquisa busca compreender como professores e auxiliares da SME de Goiânia desenvolvem (ou não) a educação sexual infantil, bem como buscar diretrizes para uma educação emancipatória, que contemple a educação sexual em espaços de educação infantil. Para tal, busca-se compreender a sexualidade humana sob a perspectiva histórica, uma vez que a sexualidade é algo inerente ao ser humano e está presente desde a tenra infância. Considera-se também a forte influência da religião e da medicina higienista na sexualidade das pessoas, assim como as políticas públicas que de certa forma foram predecessoras da educação atualmente desenvolvida nos Centros Municipais de Educação Infantil (CMEIs) e nos Centros de Educação Infantil (CEIs) de Goiânia, bem como a falta de legislação e diretrizes claras acerca da sexualidade na educação infantil. Assim, buscou-se responder: Quais as práticas e/ou necessidades dos profissionais de educação da Rede Municipal de Educação (RME) de Goiânia, com vistas a uma educação sexual infantil emancipatória? Na metodologia, optamos por uma pesquisa de campo, com abordagem quali-quantitativa. Primeiramente fizemos um levantamento bibliográfico e uma revisão de literatura. O lócus da pesquisa é a SME de Goiânia, por meio de um de seus CEIs e um de seus CMEIs. Contamos com 30 respondentes das duas unidades de Educação Infantil, correspondente a mais de 40% do total de profissionais das duas unidades. Posteriormente efetuamos entrevista com doze professoras de ambos os Centros. Os resultados da pesquisa apontaram que os profissionais da educação pesquisados apresentam certa dificuldade para trabalhar a sexualidade. Expressivos 31,8% das profissionais da educação do CMEI Verde e 41,2% das profissionais do CEI Amarelo revelaram que enfrentam tabu para abordar a temática. Além disso, diversos fatores - como a educação familiar, a orientação religiosa, a postura dos pais, a falta de uma política educativa nas unidades observadas e a falta de formação suficientemente adequada - comprometem a efetiva implantação de uma educação sexual infantil. Destacou-se, sobretudo, que na sociedade brasileira, a religião de cunho cristão desempenhou e ainda desempenha grande influência tanto no comportamento sexual das famílias quanto nas políticas públicas. Além disso, com tal herança histórica, grandes são as dificuldades enfrentadas para que a educação sexual infantil possa se efetivar nos espaços de educação formal infantil, especialmente sob a perspectiva emancipatória.

Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Maria Aparecida Dias de Oliveira.pdf: 4637044 bytes, checksum: dfb3a06b2ac4dd816285be2d73e9c481 (MD5) Previous issue date: 2012-08-22 / The present study has as its theme paths of democratic management in a public school in Basic Education state public network. The central focus of research is the role of managing the school as an enabler of building a school in a democratic-emancipatory perspective. The research is developed as a foundation with the trajectory of school management in order to understand personal and professional dimensions in the construction of identity management and intervention, as well as the process of self-training and their interfaces that contribute to their choices in school management. Resources are used for autobiography, and identity formation, in others words, the study was based on narratives of experiences that, in the contemporary scene, it is a qualitative methodology. The research has the timeline the period 2004 to 2011 and its objective, to resume the path traveled by management to evaluate the performance of school management with a focus centered on educational management with emphasis on curricular reorientation in a social and political context, experienced and constructed collectively, therefore, triggers demands for participatory management and school autonomy. This movement, at school, driving the need for continuing education within the school. The research shows, as a result of the trail traveled, teaching project management plan inserted in the school, as an object of research and analysis for relevance in curriculum development, participation and collective aspects of school autonomy / O presente estudo tem como tema os caminhos da gestão democrática numa escola pública de Educação Básica da rede estadual paulista. O eixo central da pesquisa é a atuação da gestora da escola como possibilitadora da construção de uma escola numa perspectiva democrática-emancipadora. A pesquisa desenvolve-se tendo como alicerce a trajetória da gestora escolar buscando compreender dimensões pessoais e profissionais na construção e intervenção identitária da gestora, bem como o processo de auto formação e suas interfaces que contribuem para suas escolhas na gestão da escola. São utilizados os recursos de autobiografia, identidade e de formação, ou seja, o estudo pautou-se em Narrativas de Experiências que, no cenário contemporâneo, trata-se de metodologia qualitativa. A pesquisa tem como espaço temporal o período de 2004 a 2011 e tem por objetivos, ao retomar a trilha percorrida pela gestora, avaliar o desempenho da gestão escolar com foco centrado na gestão pedagógica com ênfase à reorientação curricular numa perspectiva social e política, contextualizada, vivenciada e construída coletivamente, por conseguinte, desencadeia exigências quanto à gestão participativa e autonomia da escola. Este movimento, no cotidiano escolar, impulsiona a necessidade de formação continuada no interior da escola. A pesquisa apresenta, como resultado da trilha percorrida, o projeto pedagógico inserido no plano de gestão da escola, enquanto objeto de investigação e análise quanto à relevância na elaboração curricular, na participação coletiva e aos aspectos relativos à autonomia da escola

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.