História em quadrinho, roda de conversa e o saber empírico na educação sexual

Abstract

Sexuality is a social construct that has undergone numerous changes and evolutions throughout history. However, discussions about it in schools still present several gaps, which limit or restrict the effectiveness of sex education as defined by the National Curriculum Parameters (PCNs). In the current context, where young people have access to a wide range of information on the topic through social media, it is essential to consider, within sex education, the students’ empirical knowledge often overlooked in formal classroom settings. In this context, the present study proposes reflections on such knowledge in contrast with scientific knowledge. To this end, conversation circles and comic books (HQs) were used, given their playful and engaging nature. The research was conducted with three school classes, each participating in two sessions (with two groups taking part simultaneously). Comic books were used as thematic triggers on topics such as sexuality and reproductive health, followed by conversation circles that promoted collective discussion and critical reconstruction of knowledge. To evaluate the outcomes, three questionnaires were administered at different stages: before the intervention (pre-test), one week after (immediate post-test), and one month later (delayed post-test), allowing for the analysis of both the initial impact and knowledge retention. The study sugest that the combination of conversation circles and comic books was crucial in helping students overcome taboos and reshape their understanding of sexuality, fostering a more conscious experience. This approach effectively integrated technical content conveyed through the comic books with the horizontal dialogue of the conversation circles, creating a safe space for addressing questions and deconstructing prejudices. The strategy proved particularly relevant in preventing risky behaviors by bridging scientific knowledge with students’ lived experiences. It demonstrated that sex education can be addressed in a dynamic and participatory way within the school environment.