Metodologias de ensino na educação em sexualidade: desafios para a formação contínua

Abstract

Currently no theory or model dominates the research and practice in sexuality education (ES), which is often implemented without any theoretical background. The different teaching methodologies applied value specific theoretical constructs, used intentionally or not, by teachers when they resort to specific pedagogical methods and techniques. Thus, this research aims to understand the practices of teachers to develop guidelines for their in-service training on ES. A semi-structured interview was applied to a teacher from each School Network, in a random representative sample of the District of Braga, Portugal (n = 43). It was observed that the themes / problems addressed in secondary education, while more focused on critical thinking and the deconstruction of stereotypes related to sexuality than in the third cycle, also continued to be mainly included the lack of knowledge about reproductive health. The main methods applied, based on constructivism and active learning were the active lecturing and discussion methods. The triangulation of the themes and methodology used allowed us to infer that most of the teachers did not use an explicit theoretical framework but valued constructs of the Cognitive Social Theory and Ecological Model. These results show that it is important in teacher training: to deepen knowledge about the different interdisciplinary themes / problems of human sexuality and theoretical models; to reflect on the practice to improve pedagogical content knowledge.