Educação sexual na formação inicial dos estudantes da Licenciatura em Biologia da Universidade Federal do Recôncavo da Bahia

Abstract

Students at the Federal University of Recôncavo da Bahia need a more in-depth Sexual Education component in their Biology curriculum. This need arises from the necessity for a more comprehensive understanding of Sexual Education, which is crucial for future teachers to have a complete view of topics related to human biology, including physiological, behavioral, and social aspects. In this context, Education shapes a more empathetic teaching identity, and such an empathetic pedagogical approach can lead to a shift in the teacher's role-from merely transmitting knowledge to guiding the development of a critical and responsible consciousness in students. Therefore, the research aims to understand the perceptions of students in the Biology Teaching Program at UFRB regarding their formative experiences throughout the course and the contributions of Sexual Education to their teaching practice in Sciences. To achieve this purpose, it has become crucial to engage with key theoretical references, such as Louro (1999), Foucault (1978), Britzman (1996), Junqueira (2009), Tardif (2012), Freire (1987), Nogueira (2020), among others. The research is based on a qualitative approach, utilizing semi-structured interviews and semi-open questionnaires as primary data collection tools, applied to thirty-five (35) students from the mentioned program. Data were interpreted through data analysis and discussed in light of the theoretical framework. The investigation into the approach of Sexual Education within Biology Curriculum Components revealed significant results. According to participants' reports, the majority of the curriculum components studied addressed the topic superficially, demonstrating a lack of depth and important details. This superficial approach may justify the teachers' insecurity in handling Sexual Education topics, as revealed by most study participants. Additionally, the research also found that while some curriculum components address Sexual Education less thoroughly, others do so more deeply. These findings are important for educators, researchers, and teaching professionals as they highlight the need for a reformulation of curriculum components and teacher training to better address Sexual Education in a more in-depth and effective manner. It is concluded that the training of Science and Biology teachers is a critical challenge in shaping the next generation of educators committed to the critical and responsible formation of citizens. The results reveal the need to rethink the Biology Teaching Program curriculum, making it more inclusive, critical, and student-centered. While restructuring is important, it is essential for teachers to seek continued education and develop the ability to recognize their own learning gaps, thereby improving their skills and practices in teaching.