A educação sexual no novo ensino médio: uma análise a partir do documento curricular referencial do Ceará

Abstract

Recognizing that schools are a privileged space for discussing Sexual Education (SE), its inclusion in the school curriculum in public policy documents is important both to guide pedagogical practice and to legitimize teaching work. Contrary to this assumption, the influence of conservative political movements in the construction of the National Common Curricular Base (BNCC) implied the suppression of central SE themes. This fact is confirmed by the removal of the term “gender”, as well as mentions of sexual diversity throughout the three versions of the document. In turn, the education departments of each Brazilian state had to reformulate their curricula to adapt them to the New High School, guided by the BNCC. Aware that SE has lost strength in the BNCC, this research aimed to analyze whether and how the Ceará Reference Curricular Document for High School (DCRC) includes Sexual Education in the curriculum of its schools. With a qualitative approach, this is a documentary research that used the Discursive Textual Analysis method, having as corpus the three parts that make up the DCRC of High School. From this investigation, 86 units of meaning were extracted and three final categories produced according to their meanings and relationships: Biological dimension of sexuality; Human rights and respect for diversity in school; Gender and sexuality: between diversity, inequality and prejudice. In view of the analysis of these results, dialoguing with the literature, it was noted that the DCRC is rich in references to themes related to Sexual Education and values ​​such as respect, equity, equality, empathy and solidarity. The document is proactive in the discussions of themes associated with human sexuality, mainly in its presentation and in the curricular matrices of Sociology, Philosophy and Biology. In a macroscopic analysis of the document, there is a robust approach to the approach of human rights. Finally, it is clear that the DCRC represents a product of political and pedagogical resistance in the face of setbacks that have affected basic education, especially on issues related to Sexual Education.