Thesis (M. A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 153-164). Also available via the World Wide Web

This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.

A case study design was used to evaluate the National Adolescent-Friendly Clinic Initiative (NAFCI) programme in Greater Tzaneen Sub-District of the Limpopo Province, South Africa. An interview guide was used to collect data from adolescents who visited the health centre at Nkowankowa in Limpopo Province and from professional nurses who provided the services at the health centre. Records were also reviewed to check clinic attendance of adolescents for sexually transmitted infections (STIs), voluntary counselling and testing (VCT), teenage pregnancy and contraceptive services. According to the study, even though most adolescents made use of the NAFCI services especially those providing for contraception, pregnancy and STIs, the numbers of adolescents falling pregnant and contracting STIs did not decrease. Findings also indicated that VCT services were still not adequately used as indicated by the numbers in the registers. It is recommended that VCT, STI and pregnancy services be monitored and evaluated on a quarterly basis. / Health Studies / M.A. (Health Studies)

The purpose of the study was to explore factors that influenced safer sex practices in Malawi. A quantitative, explorative, descriptive study was conducted to determine why the prevalence of new HIV infections was still high in Malawi despite. Questionnaires were used to collect data. Sexually active men, women, boys and girls that participated in the Centre for Human Rights and Rehabilitation community awareness activities participated in this study. The study found that demographic, socio-economic and knowledge-related factors influence safer sex practices in Malawi. Various modifying factors played a role in influencing the individuals’ perception of susceptibility, severity, barriers and benefits of practising safer sex. The findings indicated that individuals generally had a broad knowledge of the spread and prevention of HIV. The Health Belief Model was used as theoretical framework for the study / Health Studies

The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.

Capes / O objetivo deste estudo é analisar como a educação sexual é percebida por docentes do Ensino Médio e Médio Técnico Profissionalizante dos cursos de Secretariado e Informática. A temática abordada neste trabalho coloca em debate situações conflituosas no ambiente escolar no que diz respeito às relações de gênero, sexualidade e diversidade. Os estudos pós-estruturalistas auxiliaram na análise dessa realidade, contribuindo para perceber a instituição escolar como um espaço importante para a discussão da sexualidade, ligada a uma gama de significados culturais historicamente construídos e resistentes. A pesquisa adotou uma abordagem qualitativa, usando como instrumento para coleta de dados a entrevista semi-estruturada. Foram feitas dezenove entrevistas com docentes que atuavam em sala de aula do Ensino Médio e Médio Técnico de uma escola pública da cidade de Curitiba. Como parte dos resultados podemos perceber que a educação sexual é considerada como necessária e já presente nas modalidades de ensino pesquisadas, contudo encontra desafios para sua efetivação, dentre os quais: falta de formação docente para abordar questões relativas à sexualidade e gênero em sala de aula; poucas atividades educacionais voltadas para a educação sexual; matriz curricular voltada para conteúdos disciplinares restritos; influência religiosa sobre as formas de inserir a educação religiosa nos cursos investigados; resistência das famílias dos educandos sobre educação sexual. A pesquisa revelou ainda que educação sexual é percebida como forma de orientação, apontando uma preocupação principalmente em relação à gravidez na adolescência. / The issue addressed in this paper places the debate in conflict situations in the school environment with regard to gender relations, sexuality and diversity. The post-structuralist analysis helped in this reality, contributing to perceive the school as an important space for discussion of sexuality, linked to a range of cultural meanings constructed and historically resistant. The research adopted a qualitative approach, using as an instrument to collect data to semi-structured interview. Nineteen interviews were conducted with teachers who work in the classroom and the Technical educationTeaching of a public school in the city of Curitiba. As part of the results we can see that sex education is regarded as necessary and already present in the surveyed methods of teaching, but found challenges to its implementation, among them: lack of teacher training to address issues of sexuality and gender in the classroom ; few educational activities focused on sex education curriculum focused on subject content restricted; religious influence on ways to enter the religious education courses investigated, resistance of the families of students about sex education. The survey also revealed that sex education is perceived as a form of guidance, pointing a concern particularly in relation to teenage pregnancy.

Acompanha: Guia didático para elaboração e aplicação de atividades referentes à orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS) / A questão norteadora deste estudo trata da contribuição que o enfoque Ciência, Tecnologia e Sociedade (CTS) trazem para o trabalho de orientação sexual desenvolvido dentro do espaço escolar. O objetivo desse estudo consiste em propor metodologias às questões sobre sexualidade com os adolescentes, no sentido de instigá-los a serem mais críticos e conscientes nas tomadas de decisões. O estudo foi desenvolvido junto a alunos do 2º ano do Ensino Médio de um Colégio Estadual do município de Guarapuava, Paraná. A fundamentação teórica baseou-se a partir do eixo temático Orientação Sexual proposto pelos Parâmetros Curriculares Nacionais. Para embasamento do estudo buscou-se contemplar reflexões sobre o ensino de biologia, as questões do desenvolvimento sexual dos adolescentes bem como a responsabilidade da educação e da orientação sexual. Autores como Krasilchick (2005), Souza (2010), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) entre outros fundamentam esse estudo em sua referência, metodologia e análise das discussões. A metodologia utilizada foi qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram observação, anotações em diário de campo, gravações em áudio e vídeo, fotografias e atividades realizadas pelos alunos. As atividades desenvolvidas foram organizadas em seis momentos, que buscaram contextualizar as relações sociais da ciência e da tecnologia por meio de reflexões sobre a sexualidade. Os resultados demonstraram que o enfoque CTS contribuiu para despertar o senso critico nos adolescentes envolvendo a sua vida e de toda a sociedade. Entre inicio e fim da aplicação do trabalho o que pode ser observado foi uma evolução nos pensamentos dos adolescentes que contribuiu para a formação mais critica dos mesmos. Outro resultado positivo foi a elaboração de um guia didático, que poderá ser utilizado por tantos outros professores deste como também de outros colégios, e ser adaptados também para outras séries do ensino básico. / The guiding question of this study is to understand what is the contribution that the approach Science, Technology and Society (STS) brings the work of sexual orientation developed within the school space. The aim of this study is to work through the issues about sexuality with adolescents in a STS approach, aiming instigate them to be more critical and conscious when making decisions. The study was conducted with students from second year of high school a State College Guarapuava, Paraná State. The theoretical framework was based from the main theme Sexual orientation proposed by the National Curriculum Guidelines. To basement for the study we sought to include reflections on the teaching of biology, issues of sexual development of adolescents and the responsibility of education and sexual orientation. Authors like Krasilchick (2005), Souza (2010 ), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) among others fundament this study in theirs reference, methodology and analysis of the discussions. The methodology was qualitative interpretative nature with participant observation. The techniques of data collection were observations, notes in a field diary, audio and video recording , photographs and activities performed by the students. The activities were organized in six moments, which seek to contextualize the social relations of science and technology through reflections about the sexuality. The results showed that the STS approach has helped to awake the sense through critical reflections involving their life and the whole society. Among the beginning and the end of the job application which can be observed was an evolution in the thoughts of teenagers who contributed to the formation most critical of them. Another positive outcome was the development of a didactic guide can will be use for so many other teachers of this as well as other colleges, and also adapted for other grades of the basic education.

Capes / O objetivo deste estudo é analisar como a educação sexual é percebida por docentes do Ensino Médio e Médio Técnico Profissionalizante dos cursos de Secretariado e Informática. A temática abordada neste trabalho coloca em debate situações conflituosas no ambiente escolar no que diz respeito às relações de gênero, sexualidade e diversidade. Os estudos pós-estruturalistas auxiliaram na análise dessa realidade, contribuindo para perceber a instituição escolar como um espaço importante para a discussão da sexualidade, ligada a uma gama de significados culturais historicamente construídos e resistentes. A pesquisa adotou uma abordagem qualitativa, usando como instrumento para coleta de dados a entrevista semi-estruturada. Foram feitas dezenove entrevistas com docentes que atuavam em sala de aula do Ensino Médio e Médio Técnico de uma escola pública da cidade de Curitiba. Como parte dos resultados podemos perceber que a educação sexual é considerada como necessária e já presente nas modalidades de ensino pesquisadas, contudo encontra desafios para sua efetivação, dentre os quais: falta de formação docente para abordar questões relativas à sexualidade e gênero em sala de aula; poucas atividades educacionais voltadas para a educação sexual; matriz curricular voltada para conteúdos disciplinares restritos; influência religiosa sobre as formas de inserir a educação religiosa nos cursos investigados; resistência das famílias dos educandos sobre educação sexual. A pesquisa revelou ainda que educação sexual é percebida como forma de orientação, apontando uma preocupação principalmente em relação à gravidez na adolescência. / The issue addressed in this paper places the debate in conflict situations in the school environment with regard to gender relations, sexuality and diversity. The post-structuralist analysis helped in this reality, contributing to perceive the school as an important space for discussion of sexuality, linked to a range of cultural meanings constructed and historically resistant. The research adopted a qualitative approach, using as an instrument to collect data to semi-structured interview. Nineteen interviews were conducted with teachers who work in the classroom and the Technical educationTeaching of a public school in the city of Curitiba. As part of the results we can see that sex education is regarded as necessary and already present in the surveyed methods of teaching, but found challenges to its implementation, among them: lack of teacher training to address issues of sexuality and gender in the classroom ; few educational activities focused on sex education curriculum focused on subject content restricted; religious influence on ways to enter the religious education courses investigated, resistance of the families of students about sex education. The survey also revealed that sex education is perceived as a form of guidance, pointing a concern particularly in relation to teenage pregnancy.

Acompanha: Guia didático para elaboração e aplicação de atividades referentes à orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS) / A questão norteadora deste estudo trata da contribuição que o enfoque Ciência, Tecnologia e Sociedade (CTS) trazem para o trabalho de orientação sexual desenvolvido dentro do espaço escolar. O objetivo desse estudo consiste em propor metodologias às questões sobre sexualidade com os adolescentes, no sentido de instigá-los a serem mais críticos e conscientes nas tomadas de decisões. O estudo foi desenvolvido junto a alunos do 2º ano do Ensino Médio de um Colégio Estadual do município de Guarapuava, Paraná. A fundamentação teórica baseou-se a partir do eixo temático Orientação Sexual proposto pelos Parâmetros Curriculares Nacionais. Para embasamento do estudo buscou-se contemplar reflexões sobre o ensino de biologia, as questões do desenvolvimento sexual dos adolescentes bem como a responsabilidade da educação e da orientação sexual. Autores como Krasilchick (2005), Souza (2010), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) entre outros fundamentam esse estudo em sua referência, metodologia e análise das discussões. A metodologia utilizada foi qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram observação, anotações em diário de campo, gravações em áudio e vídeo, fotografias e atividades realizadas pelos alunos. As atividades desenvolvidas foram organizadas em seis momentos, que buscaram contextualizar as relações sociais da ciência e da tecnologia por meio de reflexões sobre a sexualidade. Os resultados demonstraram que o enfoque CTS contribuiu para despertar o senso critico nos adolescentes envolvendo a sua vida e de toda a sociedade. Entre inicio e fim da aplicação do trabalho o que pode ser observado foi uma evolução nos pensamentos dos adolescentes que contribuiu para a formação mais critica dos mesmos. Outro resultado positivo foi a elaboração de um guia didático, que poderá ser utilizado por tantos outros professores deste como também de outros colégios, e ser adaptados também para outras séries do ensino básico. / The guiding question of this study is to understand what is the contribution that the approach Science, Technology and Society (STS) brings the work of sexual orientation developed within the school space. The aim of this study is to work through the issues about sexuality with adolescents in a STS approach, aiming instigate them to be more critical and conscious when making decisions. The study was conducted with students from second year of high school a State College Guarapuava, Paraná State. The theoretical framework was based from the main theme Sexual orientation proposed by the National Curriculum Guidelines. To basement for the study we sought to include reflections on the teaching of biology, issues of sexual development of adolescents and the responsibility of education and sexual orientation. Authors like Krasilchick (2005), Souza (2010 ), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) among others fundament this study in theirs reference, methodology and analysis of the discussions. The methodology was qualitative interpretative nature with participant observation. The techniques of data collection were observations, notes in a field diary, audio and video recording , photographs and activities performed by the students. The activities were organized in six moments, which seek to contextualize the social relations of science and technology through reflections about the sexuality. The results showed that the STS approach has helped to awake the sense through critical reflections involving their life and the whole society. Among the beginning and the end of the job application which can be observed was an evolution in the thoughts of teenagers who contributed to the formation most critical of them. Another positive outcome was the development of a didactic guide can will be use for so many other teachers of this as well as other colleges, and also adapted for other grades of the basic education.

M.Ed. (Curriculum Studies) / The study's main focus was on the integration of the theme HIV/AIDS into Life Orientation by educators in the senior phase. The purpose of the study was to investigate to what extent HIV/AIDS is integrated into the Life Orientation Learning Area to help to curb the spread of this leprosy in farm communities. The study explored through in-depth interviews, observations and the knowledge of the educators, learners and parents. The transcripts were analysed. The key finding of this study was that the educators are able to integrate HIV/AIDS theme into Life Orientation albeit there are still uncertainties about the aims of LO and what role the educators have to play.