Shhh! Silenciamento conservador em relação à infância: desafios e contribuições na educação integral em sexualidade nas unidades municipais de educação infantil em São Gonçalo

Abstract

This dissertation investigates the challenges faced in implementing comprehensive sexuality education in Early Childhood Education, focusing on the context of Municipal Early Childhood Education Units (UMEIs) in São Gonçalo, RJ. The research is grounded in the understanding of sexuality as a human right essential to child development and in the importance of formal education in building knowledge and skills that promote respect, protection, and children's autonomy. Through a qualitative, applied, and exploratory approach, the study adopted the epistemological movement nos/dos/com os cotidianos, conducting field observations and document analysis. The investigation found that, although international and national evidence-based guidelines encourage addressing childhood sexuality in an educational and preventive manner, schools still face ideological and religious barriers at the political level that hinder its implementation. The study observed a scarcity of recommended educational materials within the political-educational sphere, as well as curricular gaps in teacher training on the subject. Existing initiatives are generally the result of individual or isolated efforts by educators who seek out information independently, rather than being supported by consolidated institutional guidelines. This contributes to silencing within schools and the perpetuation of conservative conceptions. As a practical contribution, the research developed a website titled Amana, aimed at providing references, didactic materials, and pedagogical support for educators and institutions seeking to address sexuality in a way that is appropriate to children’s psychosexual development. The availability of this educational resource seeks to strengthen the work of teachers in promoting children's autonomy in understanding their own bodies, as well as to provide them with content for teaching consent, protection, and the development of relationships based on respect. The dissertation concludes that resistance to sexuality education in early childhood is influenced by political and religious dynamics that reinforce silencing and limit children's access to information that is fundamental to their integral development. It therefore reaffirms the need for public policies, teacher training, and educational materials that ensure a respectful, scientific, and inclusive approach to sexuality education.