Dialogue and transformation: embracing sexual diversity in the educational context

Abstract

Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes -relational engagement and focus on the process -set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our 1 Doutorando do programa de pós-graduação da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (USP/SP) e co-coordenador do grupo VIDEVERSO grupo de ação e pesquisa em diversidade sexual.2 Professor of the Department of Communication at the University of New Hampshire (UNH).3 Psicóloga e co-cordenadora do grupo VIDEVERSO.4 Agradecemos ao Prof. Dr. Manoel Antônio dos Santos pelas contribuição no desenvolvimento do grupo VIDEVERSO e pelas preciosas sugestões que favoreceram o desenvolvimento das atividades que ilustram este artigo.

Health care provision in Brazil: A dialogue between health professionals and lesbian, gay, bisexual and transgender service users

“…To be ‘more open and see how service users feel’ requires allowing time to listen to them during consultation. The focus is no longer the content of the conversation (aimed at producing a diagnostic and recommending treatment), but the relational process experienced by both parties (Moscheta et al, 2011). This shift in focus assumes that the health professional must be willing to listen to criticism about the relationship, to reflect and be flexible in order to improve it.…”