Exploring Sexuality: Student Dialogues in the Investigative Teaching Sequence

Abstract

Working on the topic of Sexual Education in schools is challenging and involves several socio-psychological aspects. In this context, an Investigative Teaching Sequence was carried out in a state public school, with a class from the 8th year of Elementary School, with the aim of addressing the topic of sexuality from a biological, social, political and ethical perspective, providing students with a healthy and safe life perspective, encouraging them to become agents of change at school and in society. During the execution of the Research Teaching Sequence, students were led through scientific procedures, to investigate their own hypotheses and validate them. Data collection procedures involved classroom observations, debate, field diaries, audio recordings and interviews. The results of the debates and conversation circles indicated that the investigative sequence provided students with healthy relationships, inclusion, critical social analysis and a broader understanding of sexuality. Students recognized that openly discussing sexuality does not influence them negatively, on the contrary, it enables them to lead a safe and responsible adult life, being essential to reduce risks, taboos and discrimination associated with sexuality.