Refletindo sobre a educação sexual e a prática pedagógica em escolas

Abstract

Sexual education is a highly relevant topic both socially and pedagogically, especially in light of the challenges faced by children and adolescents in the construction of their identities and in their understanding of sexuality. This study aims to analyze the importance of sexual education within the school context, as well as possible strategies and pathways for its integration into pedagogical practices. The research is grounded in authors such as Freud (2016), Foucault, Redin (2004), Tardif (2002), and Figueiró (1998), in addition to legal documents including the Federal Constitution (1988), the Law of Guidelines and Bases of National Education – LDB (1996), the Child and Adolescent Statute – ECA (1990), the National Curriculum Parameters – PCNs (1997–1998), and the National Common Curricular Base – BNCC (2017). The narrative bibliographic investigation seeks to discuss the role of the teacher, highlighting the need for continuing professional development and for approaches that value dialogue, respect, and diversity. The results indicate that moral, religious, and cultural factors contribute to the silencing of this topic within the school environment. Thus, sexual education is understood as an essential formative process for the integral development of students and of the school itself. It is concluded that strengthening teacher education, fostering dialogue with families, and articulating practices with legal documents are essential strategies for addressing the topic in a transversal, critical, and humanized manner, contributing to the construction of a more just, inclusive, and respectful society.