Science teaching in the final years of elementary school: meanings and challenges of continuing education in sex education
Science Teaching, Teacher Training, Sex Education
In the present work, we aim to present a proposal for continuing education remotely for teachers who teach Science, focusing on the topic of sex education. The guiding question of this work is: how can this proposal for continuing education contribute to the development of teachers' pedagogical practice in relation to sex education? To support this research, the qualitative approach with interpretation proposed by Severino (2007) will be used. This approach allows for a deeper analysis of the subjective and social aspects related to the teaching of sexuality, making it possible to understand how teachers' conceptions on the subject can influence their pedagogical practice. The proposed remote continuing education consists of a series of online meetings, which addressed different topics concerning sexuality, such as gender identity, sexual orientation, sexist violence against women and children. ¸cas, the menstrual cycle and its challenges, among others. Digital resources were used, such as texts, videos and online debates, to deepen the content and promote teachers' reflection. For data translation, an initial questionnaire was used at the end of the study, answered by an average of 25 participants, in addition to the analysis of the participants' statements during the course. After such analyses, we arrived at 3 guiding axes of the results, of which, the first, the lack of continuing education, is described for the qualification examination of this work. The other two together with the final considerations will be presented after this stage of the research.