Educação Sexual no Currículo da Educação Infantil: elementos para se pensar corpo, gênero e orientação sexual como temas da Educação em Direitos Humanos

Abstract

This study investigates the approaches concerning sex education prevailing in pedagogical practices of early childhood education in order to identify the meanings that circulate and compete for hegemony in curricular production of this segment. It seeks to identify elements for an approach to sex education in a proposal that supports recognition and radical respect to difference, according to the post-structuralist perspective of Education in Human Rights. The approach is characterized by commitment to strengthening channels / spaces / times of expression and negotiation of difference in its many expressions: sexual orientation, gender, race and ethnicity, religions, regionalism etc. It is based on reflections on Sex Education presented by Jimena Furlani and theoretical considerations about the constitution of social originating from post-structuralist approach developed by Ernesto Laclau and Chantal Mouffe regarding to the identity as something fluid, constituted in a process of contingent and precarious associations. It raises the question of the curriculum as a cultural process of producing meanings, described by Elizabeth Macedo to resituate the place of culture in the school curriculum constitution. Discusses the hegemonic meanings on Human Rights Education and argues for the redefinition of the term, as developed by Aura Helena Ramos, according to which this is a field of disputes and permanent negotiations. From a qualitative approach, the analysis of curriculum texts from public schools of Duque de Caxias, in the state of Rio de Janeiro, will compose our object of study.