Educação sexual e formação integral: análise das concepções docentes e dos desafios práticos no ensino médio integrado do Instituto Federal do Acre

Abstract

This research aimed to develop a didactic-methodological strategy to encourage teachers to incorporate dialogical educational practices on sexual education in Integrated High School (EMI), within the research line of Educational Practices in Professional and Technological Education (EPT) and Macroproject 3 – Educational Practices in Integrated Curriculum. Adopting a quali-quantitative approach, a survey was conducted with 45 teachers from technical EMI programs across all campuses of the Federal Institute of Acre (Ifac). The study analyzed legal frameworks, public policies, teachers' conceptions, and practical challenges related to sexual education, culminating in three articles and the development of an Educational Product (EP). The first article examines the legal foundations and public policies for sexual education in the Brazilian school context, discussing their implications and possibilities for integration into EPT, focusing on comprehensive human development. The second article addresses the conceptions and challenges faced by teachers in implementing sexual education in Ifac's EMI programs. The third article deals with the systematic mapping of EPs from ProfEPT and the development of a catalog as a strategy to encourage the adoption of dialogical educational practices on sexuality in EMI, emphasizing a multidimensional approach to sexual education themes. Finally, the EP entitled "Where Knowledge Meets the Body": A Catalog of Educational Products from ProfEPT for Educational Practices in Sexuality in EMI is presented to address sexual education through a dialogical, reflective, and transformative approach