Educação sexual e deficiência intelectual: desafios educacionais na efetivação dos Direitos Sexuais

Orlandi, Renata; Garcia, Ronaldo Aurélio Gimenes

doi:10.31560/pimentacultural/2019.232.83-101

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“…No entanto, esse desenvolvimento biológico não acontece extirpado de um contexto sociocultural que o faz existir enquanto fenômeno social. Portanto, a expressão e experiência da pessoa com deficiência, em relação às vivências da sexualidade, tendem a ser reprimidas e qualificadas como inadequadas, feias e bizarras (Maia, & Aranha, 2005;Orlandi, & Garcia, 2017). Glat (1992) e Orlandi e Garcia ( 2017) apontam que a percepção de que a pessoa com deficiência está se comportamento inadequadamente em relação a sua sexualidade, por exemplo, ao se masturbar em sala de aula ou a se despir, pode ser justificada pela ausência de uma educação sexual que considere a diversidade humana, inclusive, as suas especificidades de ser e agir.…”

Section: Educação Sexual Ensino De Ciências E a Escola Inclusivaunclassified

Educação Sexual E Atuação Docente Na Escola Inclusiva: Compromissos Sociais Do Ensino De Ciências

Pena¹,

Caixeta²,

Mól³

2019

Br. J. Ed., Tech. Soc.

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Science Education must assume its social commitment to Sexual Education and Inclusion, because it is responsible for the elaboration of pedagogical contexts that enable the construction of scientific concepts related to body and sexuality. In order to do so, science education must position human sexuality as a complex phenomenon, whose teaching must consider biological, psychological and social phenomena, and contemplate diversity as inherent in human groups. In this work, we seek to investigate the perception of Science teachers about Sexual Education and the understandings about the sexuality of students with specific needs, in inclusive schools of the Federal District. The relevance of this research is anchored in three aspects: first, the invisibility of the theoretical and methodological discussion that articulates sexuality and disability; according to the repercussion of this invisibility in the non-teaching and; third, in the possibilities of initial and continued training of science teachers in the subject matter. It was a qualitative investigation whose information was generated through semi-structured interviews with eight teachers and analyzed with the support of WQDA software. The teachers' perceptions about the sexuality of people with disabilities, outlined in this research, showed advances on the one hand, that is, on the recognition of many teachers that people with disabilities are subjects of desire; but also stagnation, when there are still teachers who have not been able to recognize their sexuality or how to act in the classroom in order to approach different ways of being and living together, considering sexuality. The analyzes presented reveal the importance of planning proposals for initial and continuing training for Science teachers, with a view to meeting the social commitments of Science Education towards inclusive and sexual education, which implies in defending and promoting the essential right to education person to human development in its entirety, including sexuality and its teaching, in a plural and bio-social perspective.

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Section: Educação Sexual Ensino De Ciências E a Escola Inclusivaunclassified

Educação Sexual E Atuação Docente Na Escola Inclusiva: Compromissos Sociais Do Ensino De Ciências

Pena¹,

Caixeta²,

Mól³

2019

Br. J. Ed., Tech. Soc.

View full text Add to dashboard Cite

show abstract

Educação sexual e deficiência intelectual: desafios educacionais na efetivação dos Direitos Sexuais

Cited by 1 publication

References 0 publications

Educação Sexual E Atuação Docente Na Escola Inclusiva: Compromissos Sociais Do Ensino De Ciências

Educação Sexual E Atuação Docente Na Escola Inclusiva: Compromissos Sociais Do Ensino De Ciências

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