Resumo

COELHO, Leandro Jorge  e  CAMPOS, Luciana Maria Lunardi. Sexual diversity and science teaching: seeking senses. Ciência educ. [online]. 2015, vol.21, n.4, pp.893-910. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320150040007.

The aim of this study was to analyze the understandings attributed by science teachers and students to sexual diversity. Questionnaires, interviews, text production, document analysis and focus group technique were used for data collection. In general, students have understandings that recognize Lesbian, Gay, Bisexual and Transgender (LGBT) as "strange", yet believe they have the duty to respect everyone's choices. They regarded transvestites with disapproval, while homosexuality and bisexuality seemed more accepted. Teachers seem not to discuss these subjects in class, even though Science teaching is a privileged situation in which to consider the significance of gender and sexual diversity. It is necessary to invest in discussions about these issues in initial and continued teaching courses, seeking the construction of new understandings and practices that problematize prejudice about gender and sexual diversity.

Palavras-chave : Sexual diversity; Science teaching; Sense and significance; Sexual education.

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