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 this work we objectively present a proposal for continued training remotely for teachers who teach Science, focusing on the topic of sexual education. The guiding question of this work is: how can this proposal for continued training contribute to the development of teachers' pedagogical practice in relation to sexual education? To support this research, a qualitative approach will be used with an interpretation proposed by Severino (2007). This approach allows for a deeper analysis of the subjective and social aspects related to teaching sexuality, making it possible to understand how teachers' conceptions on the topic can influence their pedagogical practice. The proposed remote continuing education consists of a series of online meetings, which involved different topics concerning sexuality, such as gender identity, sexual orientation, sexist violence against women and children, 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 teacher reflection. An initial questionnaire was used to translate data at the end of the study, answered by an average of 25 participants, in addition to analyzing participants' statements during the course. After such analyses, we look at 3 guiding axes of the results, the first of which, the lack of continued training, is described for the qualification exam for this work. The other two along with final considerations will be presented after this stage of the research.