Abordagem da sexualidade no ensino de biologia: interfaces entre relações de gênero e literatura

Abstract

The present study deals with a didactic experience based on a sociocultural approach of sexuality and literature. Beyond its biological dimension, sexuality has been discussed among the texts and life, considering its crossings issues beetween gender issues and human sexual diversity. The research, developed in two classes of the 3rd grade of a high school in a public school in the city of João Pessoa-PB, focused, in a side, establish conditions for students reflect and appropriate, sensitively and intellectually, of the literary texts and other cultural objects, scafolding their perspective about gender and human sexuality; on the other hand, to offer methodological possibilities for the biology teaching, based on the appropriation of these texts, which would direct reflections about the social process, cultural and historical that interfere on building identity and gender configurations in the society. This research was justified by the need to amplify the range of approaches on Sexual Education at school through educational practices that potentialize a democratic social life, considering that the power relations that dictate hegemonic patterns of being in the world put some students in a vulnerability position and hierarchize the social relations. The research is based as an action participant or research, the data were collected during the interventions and analyzed qualitatively. The data collection instruments were semi-structured questionnaire, interviews, participant observation, voice recordings and photographic records. Among the supporting theoretical framework on the dimension of sexuality and gender relations, the authors Silva (2011, 2012), Lins; Machado; Escoura (2016), Furlani (2011), Louro (2000, 2001, 2003, 2012) Silva (2011, 2012) and Ruse (1982) subsidized the discussions. Considering the curriculum, we can take consideration, the National Curriculum Parameters (BRASIL, 1997; 1998; 2006; 2009, 2013), Morin (2013), Silva (2011; 2013) and Arroyo (2013). Regarding the literature approach, we searched contributions from Colomer (2007), Cosson (2014), Bondía (2002), Candido (2004), Aguiar and Bordini (1988), Pinheiro (2014, 2018), Kefalás (2012), among others. Considering the methodological design of the research, we took base mainly on Prodanov and Freitas (2013). The pedagogical intervention, materialized through dialogue with literature, allowed building experiences and the development of knowledge that have had a basic point on sharing experiences and understandings about human sexuality. Beyond, the results sinalized literature as a humanizing space, capable to offer the sensibilization of individuals and opening students' horizon expectations, necessary to every educational process of appreciating differences.Thus, the transdisciplinary research promoted a resignification about essentialist conceptions and naturalized by culture that we internalize throughout life and avoid sexuality being used as a sociocultural device.