Todas somos educadoras sexuais: a formação continuada na educação infantil pensa sobre isso?

Abstract

The present Master's degree research is connected to the Research Knowledge and Educational Practices Line of the Graduate Program in Education and problematizes sexual education in the continuing education of teachers of Early Childhood Education. Sex education is closely related to the school institution and with the entire web of knowledge and control that surround it. In Early Childhood Education, the first stage of Basic Education, speeches and practices based on normalization and heteronormativity are presented. We aim at identifying and analyzing the existence of sex education in the continuing education of teachers of Early Childhood Education in the municipal education network of Uberaba / MG, through 2015 to 2019, and its relationship with the municipal curriculum. A qualitative documentary research guided the investigation that had its analysis made possible by the Document Analysis technique. The data were generated through the reading and analysis of documents on continuing education offered by the municipal teacher training center and three schools of Early Childhood Education. We analyzed documents referring to the two models of continuing education currently present in the municipality: systemic and in service, through 6 Course Reports, 2 Continuing Education Projects, 2 continuing education schedules, 25 guidelines and 17 minutes. During the research, in order to respond to the specific objectives outlined, we discussed Brazilian curriculum policies related to sex education since the 1990s, and demonstrated its evident presence in the curriculum of Early Childhood Education in Uberaba / MG. We highlighted the gaps in initial education with regard to sex education and present the paradigms and Brazilian and municipal legislation that deal with continuing education, relating it to early childhood education and sex education. The results of the Documental Analysis point out to the presence of sexual education made explicit only in the systemic continuing education and present the disconnection of the curriculum from the teaching education process, at least with regard to the learning rights that are related to sexual education, and the generality and the absence of documents referring to continuing training in service. We believe that this study comes to contribute to the continued schooling in sexual education and to the problematization of pedagogical practices carried out in Early Childhood Education.