O lidar de professores de matemática com o tema da educação sexual em uma escola pública de ensino médio no município de Macapá-AP

Abstract

Discussing Sex Education (SE) in schools has been a challenge. Although this is a content that needs to be addressed as a transversal theme throughout Basic Education, it is still highly questioned and has been practically suppressed from the Base Nacional Comum Curricular (BNCC). Furthermore, some teachers, especially those connected to mathematics, exempt themselves from addressing it. Thus, the general objective of this research to analyze how mathematics teachers from a public high school in Macapá-AP deal with SE as a transversal theme. The specific objectives are: a. Identify if SE was discussed in the initial and/or continuing education of the teachers; b. Understand the difficulties that mathematics teachers have in addressing the subject in their classes; c. Analyze how concepts related to SE were addressed in initial and/or continuing education. Four mathematics teachers from the chosen school were selected as collaborators for this research. It is a research based on a qualitative and field approach, thus constituting a practical nature, according to Flick (2009), Minayo (2004; 2007), Chizzotti (2010), and Fazenda (2010). Content Analysis (CA) by Franco (2005) will be used for data study. As main theoretical contributions, this research dialogues with Cunha and Xavier (2009), Candau and Moreira (2003), and Marcelo (2017), and also refers to the legislations that guide High School in Brazil. Regarding teacher training, the main references used here are André (2016), Pimenta (1992, 2002), Libâneo (2006, 2010), and Freire (1987). Regarding the specificity of mathematics teacher training, dialogue was sought with D'Ambrosio (1996), Cyrino (2004), Cavalcante (2013), and also with the legal frameworks regarding initial and continuing teacher education. Regarding SE, Nunes (1987), Guimarães (1995), Ribeiro (1990), Werebe (1981), and Figueiró (2020) constitute the theoretical contribution. The results of the research show that mathematics teachers did not have classes on Sex Education in initial and continuing education. Of the four teachers interviewed, only one of them affirmed the possibility of working with Sex Education in mathematics classes. Three educators considered Sex Education as the school’s competence, and two teachers considered themselves prepared to deal with SE in a transversal manner in the mathematics curriculum. These data allow us to affirm the importance of SE being addressed in the initial and continuing education courses of mathematics teachers, as well as in their classes.