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The study aimed to analyze the pedagogical practices of sexual education in schools from the perspective of teachers. The participants were 15 teachers who work in elementary education, final years, in private (5), municipal (5) and state (5) schools. Semi-structured interviews were used to collect data, based on a script with questions of interest on the topic. Such questions organized the collection, reflection and discussion of topics related to sexual education. As a result, it was found that in some schools, when this subject is addressed, it is done through lectures by external guests and is marked by a biological and hygienist perspective, limited to anatomical and biological concepts and focused on methods of contraception and the avoidance of sexually transmitted infections (STIs). It counterpoints to what is advocated: sexual education approached and reflected in a multifaceted perspective that addresses sexual and gender diversity, the real-life experiences and needs of students, that explores its criticality and goes beyond the traditional focus to include its positive aspects, healthy relationships, emotional well-being, the development of positive self-esteem and considerations regarding the cultural influences present in Brazilian schools.
Nunes et al. (Thu,) studied this question.