A série Sex Education: elementos para se trabalhar sexualidade e/ou educação sexual nas aulas de Biologia no contexto do Ensino médio

Abstract

Biology education in Brazilian high schools constitutes a curricular component aimed at promoting discussions on sexuality, gender, and reproductive health. However, these topics are often addressed in a superficial or traditional manner, lacking effective dialogue with students' realities. This study aimed to analyze episodes of the series Sex Education from the perspective of its content and its applicability as a didactic resource in classes addressing sexuality, gender, and Sexual Education in the high school context. The methodology employed was qualitative research, using film analysis as the data collection method (Mombelli & Tomaim, 2014), and content analysis (Bardin, 2016) to interpret the results, focusing on episodes 1, 6, and 7 of the second season of the series. These episodes were chosen because they concentrate key situations related to sexuality, such as consent, social pressure, and emotional development, and present conflicts and dialogues that foster essential discussions in the classroom, aligning with the proposal of a critical Sexual Education close to students’ realities. The selected scenes were categorized according to the eight approaches to Sexual Education proposed by Furlani (2005), allowing a discussion on how the series addresses topics such as gender identity, STIs, contraceptive methods, pleasure, and consent. The results indicate that the use of audiovisual resources, such as Sex Education, can enable a more critical, inclusive, and effective approach to Sexuality/Sexual Education in the classroom, promoting teaching that is more connected to students' experiences and breaking away from rigid educational practices. It also provides opportunities to work on themes such as consent, gender identity, sexual orientation, emotional and affective relationships, sexually transmitted infections (STIs), contraceptive methods, among others.