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Abstract(s)
A Lei n.º 60/2009 de 6 de agosto, regulamentada pela Portaria n.º 196-A/2010 estabeleceu o regime de aplicação da educação sexual (ES) em meio escolar e criou as orientações curriculares para cada nível de ensino. De acordo com esta legislação os estabelecimentos de ensino básico devem implementar um programa de ES, com uma duração mínima de 6 horas para o 1.º e 2.º Ciclo do Ensino Básico. Não obstante, tem-se assistido a alguma resistência à abordagem da ES em meio escolar e a diferentes dificuldades na sua implementação. Vários fatores contribuem para este cenário, em particular, a falta de formação dos/as professores/as neste domínio. Este estudo visa caraterizar a integração da ES nos currículos de formação inicial de professores/as do 1º e 2º Ciclo do Ensino Básico e avaliar a sua adequabilidade, face às prioridades delineadas pelas políticas educativas e pela comunidade científica. Efetuou-se o levantamento da oferta formativa na área da ES nos planos de estudo das licenciaturas em Educação Básica, no ano letivo 2015/2016. Posteriormente, realizou-se uma análise documental dos programas das unidades curriculares no âmbito da ES e aplicou-se um questionário. Os resultados deste estudo evidenciam, em primeiro lugar, uma integração de tópicos relativos à sexualidade e ES nos currículos de formação inicial de professores/as, num número significativo de instituições de ensino superior. Em segundo lugar, nas instituições onde esta formação é valorizada, a sua implementação apresenta diferenças ao nível da natureza das unidades curriculares, como dos temas abordados e das metodologias adotadas.
Law No. 60/2009 of August 6, regulated by Decree No. 196-A/2010 established the implementation of sex education (SE) in schools and created the curriculum guidelines for each grade level. According to this law, primary schools should implement an SE program, with a minimum duration of 6 hours for the 1st and 2nd cycle of basic education. Nevertheless, we have seen some resistance to initiate SE in schools and distinct difficulties have aroused in its implementation. Several factors contribute to this scenario and an example is the lack of teachers’ training in this area. Given the importance of sexuality and SE, it is not only relevant as pivotal. This study aims at portraying the integration of SE in initial primary teachers’ training curricula, and evaluating their suitability to the priorities outlined by the educational policies and the scientific community. This study analyses the integration of SE in the curricula of undergraduate programmes in basic education offered by the Portuguese public higher education institutions in 2015/2016. Subsequently, we carried out a documentary analysis of those courses programmes, in what concerns SE and we applied a questionnaire. The results of this study show, first, an integration of sexuality and SE in initial teachers’ training curricula in a substantial number of higher education institutions. Second, in the institutions where this area of knowledge is valued, its implementation has different features. This diversity is blatant either in the course nature or in the themes and methodologies adopted.
Law No. 60/2009 of August 6, regulated by Decree No. 196-A/2010 established the implementation of sex education (SE) in schools and created the curriculum guidelines for each grade level. According to this law, primary schools should implement an SE program, with a minimum duration of 6 hours for the 1st and 2nd cycle of basic education. Nevertheless, we have seen some resistance to initiate SE in schools and distinct difficulties have aroused in its implementation. Several factors contribute to this scenario and an example is the lack of teachers’ training in this area. Given the importance of sexuality and SE, it is not only relevant as pivotal. This study aims at portraying the integration of SE in initial primary teachers’ training curricula, and evaluating their suitability to the priorities outlined by the educational policies and the scientific community. This study analyses the integration of SE in the curricula of undergraduate programmes in basic education offered by the Portuguese public higher education institutions in 2015/2016. Subsequently, we carried out a documentary analysis of those courses programmes, in what concerns SE and we applied a questionnaire. The results of this study show, first, an integration of sexuality and SE in initial teachers’ training curricula in a substantial number of higher education institutions. Second, in the institutions where this area of knowledge is valued, its implementation has different features. This diversity is blatant either in the course nature or in the themes and methodologies adopted.
Description
Keywords
Educação sexual Sexualidade Formação inicial de professores 1º e 2º ciclo do ensino básico Sex education Sexuality Primary teachers’ training