Whilst reading for a master's degree in educational studies at the University of Liverpool, I became interested in the effects of the First World War on English education and this formed the subject of my dissertation. The research undertaken widened my concern to the coincidence of war and educational reform in Great Britain during the present century and, consequently, the genesis of the 1944 Education Act. My appointment to a lectureship at the University of Stirling eventually led, with the encouragement of Professor R.H. Campbell, to a consideration of the fortunes of Scottish education in the years of the Second World War. The new focus of my work proved to be particularly apt. At the end of the Second World War, Dr Sophia Weitzman of London University was appointed to write the education volume in the United Kingdom Civil Series of the history of the war, edited by Sir Keith Hancock. Dr Weitzman envisaged a grandiose British educational history, but by the time of her death in 1965, although drafts existed on phases and aspects of wartime education, the volume was far from completion. Indeed, it appeared with the failure of the Department of Education and Science to appoint a successor that the protracted project would lapse. Fortunately, however, the Social Science Research Council invited Dr. P.H.J.H. Gosden of the University of Leeds to undertake the task with their financial assistance, and in 1976 Education and the Second World War was published. His scholarly and comprehensive work, however, excludes consideration of the Scottish educational system. Thus, Or. Gosden writes, "there is need for a study of education in Scotland during the war”. This thesis marks, perhaps, the beginning of an attempt to meet this need. The subject of the study is the Scottish public school system and, as it draws heavily upon the surviving records of the Scottish Education Department, the frame of reference is very much that of the central government department for education in Scotland. The concentration on the schools means that there are important omissions to be repaired before a more complete picture of the impact and influence of the war on Scottish education emerges; the study, for example, does not examine the wartime history of youth welfare in Scotland, or the fortunes of the central institutions. There is also a need for local studies for, as Dr. Gosden points out, the impact of the war varied considerably from area to area. The range and complexity of the subject, moreover, has also required the observation of fairly strict chronological events and a selection of issues which, in some instances are given unduly restricted treatment, in an effort to keep the study within bounds. An attempt has been made to preserve a rough balance between examination of the impact of the war on the Scottish school system and its influence perceived in terms of the planning of the system's improvement through legislative and administrative action.

Esta dissertação busca analisar os discursos e práticas sobre educação em sexualidade que se produzem contemporaneamente e que têm a escola como lócus mediante um estudo de caso. Foram examinadas as proposições em projetos e políticas públicas sobre a educação nessa temática. Escolheu-se como estudo de caso o curso Gênero e Diversidade na Escola (GDE), realizado no ano de 2010, oferecido pelo Centro Latino Americano em Sexualidade e Direitos Humanos, na Universidade do Estado do Rio de Janeiro. Trata-se de um curso semipresencial de extensão que visa à formação de professores da Educação Básica na temática de gênero, diversidade sexual e relações étnico-raciais. Foi realizada uma análise documental utilizando os registros escritos produzidos por professores cursistas que participaram do mencionado curso. O objetivo era identificar as tensões existentes entre ideias prévias dos participantes e o conteúdo posto em debate, caracterizado por uma perspectiva dos direitos humanos. A partir da análise das políticas públicas e dos discursos dos professores sobre sexualidade, considera-se que a escola se constitui como instância comprometida com uma perspectiva normalizadora. A construção da perspectiva dos direitos humanos presente na proposição da maior parte das políticas contemporâneas é considerada um projeto ainda a ser realizado, tanto pela problematização dos aspectos normalizadores que elas mesmas contêm quanto a partir de iniciativas de formação de professores numa perspectiva crítica e dialógica. / This dissertation seeks to analyze the contemporaneous discourses and practices about education on sexuality that have the school as locus. It was examined the propositions in projects and public policies in education on this subject. It was chosen as a case study the course Gender and Diversity at School (GDS), given in the year of 2010, offered by the Latin American Center on Sexuality and Human Rights at State University of Rio de Janeiro. This is a semipresential extension course which aims to train Elementary School teachers on gender, sexual diversity and ethnic-racial relations. A documentary analysis was conducted using written records produced by student teachers who participated in the course mentioned. The goal was to identify the existing tensions between previous ideas of the participants and the content put into debate, characterized by a human rights perspective. From the analysis of public policies and teachers discourses on sexuality, it is considered that the school constitutes itself as a forum committed to a regulatory perspective. The construction of human rights perspective on the proposition of most contemporary policies is considered a project yet to be done, both by the problematization of standardized aspects which themselves contain as from teachers training initiatives in a critical and dialogic perspective.

Esta dissertação busca analisar os discursos e práticas sobre educação em sexualidade que se produzem contemporaneamente e que têm a escola como lócus mediante um estudo de caso. Foram examinadas as proposições em projetos e políticas públicas sobre a educação nessa temática. Escolheu-se como estudo de caso o curso Gênero e Diversidade na Escola (GDE), realizado no ano de 2010, oferecido pelo Centro Latino Americano em Sexualidade e Direitos Humanos, na Universidade do Estado do Rio de Janeiro. Trata-se de um curso semipresencial de extensão que visa à formação de professores da Educação Básica na temática de gênero, diversidade sexual e relações étnico-raciais. Foi realizada uma análise documental utilizando os registros escritos produzidos por professores cursistas que participaram do mencionado curso. O objetivo era identificar as tensões existentes entre ideias prévias dos participantes e o conteúdo posto em debate, caracterizado por uma perspectiva dos direitos humanos. A partir da análise das políticas públicas e dos discursos dos professores sobre sexualidade, considera-se que a escola se constitui como instância comprometida com uma perspectiva normalizadora. A construção da perspectiva dos direitos humanos presente na proposição da maior parte das políticas contemporâneas é considerada um projeto ainda a ser realizado, tanto pela problematização dos aspectos normalizadores que elas mesmas contêm quanto a partir de iniciativas de formação de professores numa perspectiva crítica e dialógica. / This dissertation seeks to analyze the contemporaneous discourses and practices about education on sexuality that have the school as locus. It was examined the propositions in projects and public policies in education on this subject. It was chosen as a case study the course Gender and Diversity at School (GDS), given in the year of 2010, offered by the Latin American Center on Sexuality and Human Rights at State University of Rio de Janeiro. This is a semipresential extension course which aims to train Elementary School teachers on gender, sexual diversity and ethnic-racial relations. A documentary analysis was conducted using written records produced by student teachers who participated in the course mentioned. The goal was to identify the existing tensions between previous ideas of the participants and the content put into debate, characterized by a human rights perspective. From the analysis of public policies and teachers discourses on sexuality, it is considered that the school constitutes itself as a forum committed to a regulatory perspective. The construction of human rights perspective on the proposition of most contemporary policies is considered a project yet to be done, both by the problematization of standardized aspects which themselves contain as from teachers training initiatives in a critical and dialogic perspective.