As perspectivas dos professores da educação infantil sobre educação sexaul

Abstract

The present study aims to analyze early childhood education teachers’ perspectives on addressing topics related to sexuality education. Specifically, it seeks to examine contemporary conceptions of childhood sexuality and their pedagogical implications; identify the main challenges educators face when approaching this subject; and discuss teaching strategies appropriate to child development. The theoretical framework draws on studies that conceptualize early childhood education as a holistic formative stage, in accordance with the guidelines of the Base Nacional Comum Curricular (BNCC) and the Referenciais Curriculares Nacionais para a Educação Infantil (RCNEI). It also considers the understanding of sexuality as a human dimension present from early childhood and shaped by culture, affectivity, and language; the challenges associated with recognizing sexuality in children, including the denial or premature sexualization of the child’s body; and the teacher’s role as a mediator of knowledge and an agent of protection, education, and guidance in matters related to sexual diversity, gender identity, and the development of healthy relationships. The methodology consists of a literature review conducted in academic journals and digital databases such as SciELO and CAPES, accompanied by critical-reflective analysis and discussion of the findings. The results highlight the need for both initial and ongoing professional development for educators, particularly those working in early childhood settings, so they can foster safe learning environments and adopt informed perspectives on sexuality at this developmental stage. The study recommends implementing continuous training for teachers and school leaders, promoting family engagement through workshops and discussion circles on the topic, and using instructional materials that do not reinforce social stigma related to sexuality and sex.