INTRODUCTION

This paper is part of a master's thesis research in Science and Mathematics Teaching at a Brazilian federal university. This study deals with the theme of Sexual Education (SE) for the final years of Elementary School (EF), in the Youth and Adult Education (YAE) modality, in the night shift, of a settlement school in the rural area, in the city of Monte Alegre de Minas/MG. Its objective was to propose and elaborate a Didactic Sequence (DS) for these students with the theme of sexuality, based on theoretical knowledge in the light of Freirian emancipation, which is based on dialogic and humanist education when considering the reality of (a) student.

When considering YAE as a space for dynamic experiences, permeated not only by one type of sexuality, but by several, coming from different subjects and experiences, between young people and adults with questions, controversial and missing situations that need to be discussed and reflected in the classrooms, what can we say, then, about the questioning of themes that permeate the sexuality of students from SE II classes, in the YAE modality, in a settlement school in the state public network in Minas Gerais?

In an attempt to satisfy such questions in this teaching modality, the opportunity to carry out the present research in Nature Science classes arose, considering that these subjects have knowledges learned in their daily lives, which are shared in the way of experiencing their bodies, educate their children and deal with the other culturally and socially. Such knowledge highlighted the need to develop a pedagogical material that considered the real needs of this social group, since there is no specific material that supports the particularity of this study.

The research was based on the theoretical references of ^{Louro (2007}; ²⁰¹⁶) and ^{Foucault (1988}), among other authors such as ^{Rael (2007}), ^{Weeks (2016}) and ^{Silva (2015}; ²⁰¹⁸), who address issues pertinent to sexuality and gender in education. The theme was also sought in educational documents, such as the Law of Guidelines and Bases for National Education - LDBEN - (^{BRASIL, 1996}), and, with regard to Science Teaching, in the National Curriculum Parameters (PCN) - Cross-cutting Themes (^{BRASIL , 1998}) and in the Common National Curriculum Base - BNCC - (^{BRASIL, 2016}; ²⁰¹⁷; ²⁰¹⁸).

Likewise, the research was supported by authors who criticize these educational documents, such as ^{Altmann (2001}), ^{Julião, Beiral and Ferrari (2017}), ^{Costa (2017}), ^{Machado (2017}), ^{Silva and Arantes (2017}) and ^{Souza Júnior (2018}). In ^{Freire (1987}), the discussion of education for popular masses was sought regarding the Pedagogy of the Oppressed and the principles of education in the Social Movement of Rural Workers without Land (MST).

Regarding the thematic discussion of this study, a systematic and in-depth literature review was carried out at the National Association of Graduate Studies and Research in Education (ANPED) in the Working Group (WG) - 23 Gender, Sexuality and Education -, considering the expressions “sexual education in YAE in settlement schools”, “sexual education in YAE and the Freirian approach” and by “gender and sexuality in YAE in settlements”. However, there were no results for this search, motivating the present study, which aligns the triad YAE, SE and settlement school. Next, searches were conducted on the internet for the same expressions and the works of authors such as ^{Prado and Reis (2012}), ^{Soares and Gastal (2012}), ^{Santiago (2014}) and ^{Zanatta et al. (2016}) were found, with which we will dialogue.

The present research was submitted to the Ethics Committee for Research with Human Beings (CEP), of the Federal University of Uberlândia (UFU), and approved on 10/23/2018, under the number 83997318.0.0000.5152.

SEXUAL EDUCATION AT SCHOOL

According to ^{Louro (2016}), sexuality, as a construction for all human beings, can be understood as the subject's social, sexual and gender identity shaped by social and cultural instances, which ^{Foucault (1988}) named “historical dispositive”.

Hence,

[...] it should not be conceived as a kind of nature's data that power is tempted to put in check, or as an obscure domain that knowledge would try, little by little, to unveil. Sexuality is the name that may be given to a historical dispositive: not the subterranean reality that is difficult to apprehend, but the great surface network in which the stimulation of bodies, the intensification of pleasures, the incitement to speech, the formation of knowledge, the reinforcement of controls and resistance, are linked to each other, according to some great strategies of knowledge and power (FOUCALT, 1988, p. 100).

Justifying the social, cultural and even political dimension, ^{Louro (2016}) argues that, although it is a common characteristic, sexuality is not a natural process experienced equally by bodies, since there is a plural condition that emerges from the collective, from a social construction, which is reflected throughout the citizen's life. For this author, regarding the naturalness of sexuality,

[...] when this ideia is accepted, it is meaningless to argue about its constructed character. Sexuality would be something “given” by nature, inherent to the human being. Such conception is usually anchored in the body and on the assumption that we all live our bodies, universally, in the same way. However, we may understand that sexuality involves rituals, languages, fantasies, representations, symbols, conventions... Deeply cultural and plural processes. In this perspective, there is nothing exclusively "natural" in this field, starting with the conception of body itself, or even nature (^{LOURO, 2016}, p. 11).

In this context, sexuality is seen as a historical dispositive of social and cultural formation and intersects different environments, including religion, the media, family and school (^{BRASIL, 1998}; ^{RAEL, 2007}; ^{ZANATTA et al., 2016}). Thus, the marks that are acquired by people in these social instances refer to everyday situations and experiences related to the construction of their social, sexual and gender identities (^{LOURO, 2016}).

According to Louro, all these social spaces carry out the pedagogies of sexuality, that is, the "discipline of bodies" (^{LOURO, 2016}, p. 17), which reiterate the identities and practices of the "desired norm" (^{LOURO, 2016}, p. 18), which sometimes subordinates, sometimes denies or refuses other identities and practices considered divergent, alternative and contradictory - thus, in addition to social identities (race, nationality, class, etc.), sexual and gender identities are included here with unstable, historical and plural character. And, in the process of identity recognition, the attribution of differences with their cultural patterns is inscribed (^{LOURO, 2016}).

In this context, the family in its Process of SE is an important factor in the building of sexuality knowledge, which is established by affective bonds of trust. It is the first social instance in which sex education occurs.; moral values, attitudes, religious beliefs and opinions are taught in (^{BRASIL, 1998}). Even the family that does not speak, discuss or sexually educate their children is performing a SE that is silenced, through which family members understand that sexuality is a private and particular subject that does not deserve or should not be discussed or spoken. However, sexuality still exists and is present in the bodies of subjects who deny or silence it in their discourses, being, therefore, shared in social spaces and also modeled by the media (^{LOURO, 2016}; ^{WEEKS, 2016}).

The media, in its several formats, conveys information attributed to the mold of values and behaviors passed on by the family, sometimes reinforcing shared knowledge, sometimes with new information, sometimes perpetuating prejudices (^{BRASIL, 1998}). Even "cartoons, due to their circulation, constitute an important cultural artifact of the 21^st century (...), conveying certain discourses about gender, sexuality, race." (^{RAEL, 2007}, p. 160, 162).

The school, as an important social instance and space for experiences and formation of various types of sexuality, should enable the discussion and reflection of the knowledge, values and attitudes already established about sexuality (^{ZANATTA et al., 2016}). Its function is to complement, inform, problematize and politicize the diversity of looks, and not to replace or underestimate the function of the family (BRASIL, 1998). In this perspective, ^{Soares and Gastal (2012}) state that science classes are an appropriate space for conducting SE crosswisely.

However, these spaces are not fixed places, but dynamic, flexible and plural environments, in which marks are acquired from the social relationships and interactions experienced there, and in which the referred pedagogies establish the "discipline of bodies".

Regarding the pedagogical discussion of SE in the school, it is legally supported by curricular documents: first, by the PCN since 1997, and currently by BNCC, approved in December 2017.

The PCN are educational guidelines that address all areas of knowledge and crosswise topics linked to them in an interdisciplinary way. Crosswise themes are daily relevant themes which permeate the student's reality and the different curricular disciplines, characterizing interdisciplinarity.

The pedagogical perspective of the work of SE adopted by the PCN is that students can experience "sexuality with pleasure and responsibility" (^{BRASIL, 1998}, p. 311), being the sexuality one of the themes for health promotion referenced in this document.

However, ^{Altmann (2001}) points out flaws in the PCN when contemplating sexuality in school curricula. The author mentions that the pedagogical intervention of this crosswise theme aims at self-care and self-discipline of bodies through the modeling of behaviors, hygienist attitudes, preventive to STIs/AIDS, unwanted pregnancy, especially in adolescence and also curative, by providing a safe and pleasurable experience of sexuality related to health, not making a historical relationship for the deconstruction of gender discrimination and prejudice.

Although the document admits diverse manifestations of sexuality, it does not problematize the category of sexuality from the point of view of its historical constitution, in the same way as in relation to other categories, such as homosexuality and heterosexuality. (...) Defending sexuality as something related to pleasure and life does not say much and is not enough to unlink it from taboos and prejudices (^{ALTMANN, 2001}, p. 581).

In line with ^{Altmann (2001}), ^{Louro (2007}) points out that, regarding the gender and sexuality discussion in school curricula, this still attributes an antireflexive view: the heterosexual norm establishes that the distancing from this pattern means becoming different, eccentric.

A singular notion of gender and sexuality has supported curricula and practices of our schools. Even if many ways of living genders and sexualities are admitted, there is consensus that the school institution has an obligation to guide its actions through a pattern: there is only one adequate, legitimate, normal mode of masculinity and femininity and a single healthy and normal form of sexuality, heterosexuality; moving away from this pattern means seeking the deviation, leaving the center, becoming eccentric (^{LOURO, 2007}, p. 43-44).

Similarly, for ^{Souza Junior (2018}), the discussion of sexuality in PCN does not induce a pleasurable reflection or a pluralistic experience, but rather a solution for unwanted pregnancy among young people and contamination by the AIDS virus that the country experienced. For him, "the mentioned debates about sexuality had the effect of bringing them closer to ideas of risk and threat, due to the problems that society had been presenting, such as the growth of the HIV/AIDS epidemic, instead of providing paths to pleasure and life” (^{SOUZA JUNIOR, 2018}, p. 19). Therefore, a “very relevant discussion for that time and now” (^{SILVA; ARANTES, 2017}, p. 5).

Nowadays, the proposal of the PCN has been replaced by that of BNCC. BNCC is a document that emphasizes the national regulation of the different teaching modalities of Basic Education with the pedagogical purpose of an integral citizen formation, taking into account the local, social, regional and sociocultural characteristics of the school community (BRASIL, 2018), including for individuals who did not have the opportunity to complete their studies at an appropriate age with the school term (^{COSTA, 2017}).

In its initial version, it considers "the approach to contemporary issues that affect human life on a local, regional and global scale, preferably transversally and integratively[...] highlighting themes such as sexuality, gender and cultural diversity" (BRASIL, p. 13-14, ^2016b). However, in its latest version, approved in December 2017, BNCC excludes issues related to gender, leaving only a few issues related to sexuality, such as differences between biology, reproduction, contraception and preventive and curative measures (^{SOUZA JUNIOR, 2018}).

^{Santos, Pereira and Soares (2018}) warn that this reformulation by "suppressing these themes in BNCC reflects a conservative view, as a threat to the so-called 'traditional family', but above all it disconsiders the accumulation of debates, research and achievements of social movements in search of equity of rights." (^{SANTOS; PEREIRA, SOARES, 2018}, p. 11).

For ^{Souza Junior (2018}), "there was a setback on the discussion about gender and sexualities (...) responding to the requests of the fundamentalist/traditional bench present at the National Congress" (^{SOUZA JUNIOR, 2018}, p. 19), which demonstrates the plastering of the theme in curriculum documents.

^{Silva and Arantes (2017}) discuss that, even though sex education is suppressed in the latest version of the BNCC, this document is the guide of school curricula at national level; thus, regional, cultural and social particularities should be considered, implicitly understanding that it is up to schools to include or not the discussions on the theme.

These same authors argue that "this discussion is necessary, since these themes were being viewed with a little more naturalness and seriousness and, if there is a withdrawal, the whole process built can generate a setback" (^{SILVA; ARANTES, 2017}, p. 1).

In YAE modality, it is worth noting that both reference documents present the lack of common proposals regarding the specificity of sexuality themes, considering the presence of young people, adults and the elderly. Then, there is a need to think, reflect and empower educational practices in this model.

The lack of documentary contribution and discussion on how to work sexual diversity also affects the settlements' schools, whose proposal is based on the Freirian emancipatory pedagogy, which excels in dialogue, autonomy and the liberation of oppressive methods by considering the student's reality (^{ZANATTA et al. 2016}).

^{Zanatta et al. (2016}), when considering the reality of the settlement schools, believe the solution may lie in the adoption of a flexible teacher's posture based on dialogue, avoiding unilateral posture, authoritarianism and prejudice. In this scenario, the different approaches on how the sexuality theme may be discussed enable the sensitization and motivation of the student, provoking his interest and reflection of their behavior and, consequently, their possible interaction in activities, such as workshops, dynamics, discussions, etc., which provide and guarantee an understanding seen by another dimension.

Thus, the school is a privileged space for reflection and formation of the political and social awareness of students, since young people and adults have a baggage of knowledge (^{BRASIL, 1998}; ^{FREIRE, 1987}). Therefore, the treatment of themes related to sexuality in YAE is necessary, because they are also educators of the other, contributing to personal, cultural, historical, social and political development.

EDUCATION OF YOUNG PEOPLE AND ADULTS AND THE DISCUSSION ABOUT SEXUALITY

YAE permeates all levels of Basic Education in the country, in a short time, from Literacy to High School, offering a free, nightly and adequate education to the student's conditions, in private and preferably public networks, ensuring their access and permanence in school. This teaching modality offers short-term studies "aimed at those who did not have access or continuity of studies in elementary and high school in their own age" (^{BRASIL, 1996}, p. 15). For ^{Julião, Beiral and Ferrari (2017}),

With LDB, YAE is now conceived as a modality of Basic Education, which gives it a different dimension from the old one, since it allows the overcoming of the concept of a light, compensatory and superfluous offer of schooling. (^{JULIÃO, BEIRAL and FERRARI, 2017}, p. 3).

Based on these authors, LDBEN is understood to attribute educational characteristics specific to the student in the teaching and learning process, according to their needs, interests and daily experiences, adding flexibility and quality to the teaching and, thus, ensuring the dialectic between education and citizenship, making the full development of the student.

As for YAE students, they are part of a specific and dynamic school group consisting of young people, adults and elderly. According to ^{Prado and Reis (2012}), ^{Zanatta et al. (2016}) and ^{Costa (2017}), usually all are workers in the search for better living conditions through studies, satisfied with the completion of elementary and high school.

However, ^{Santiago (2014}) warns that "YAE does not exist only to fill needs, it is a right of individuals who bring specific school trajectories and unique life histories" (^{SANTIAGO, 2014}, p. 1). Thus, ^{Silva (2015}, 2018) argues that meeting the specificities of young people and adults is to deepen reflections of these subjects in the pedagogical proposals of YAE modality.

However, talking about YAE means talking about the subjects who demand this modality, contributing to the perception of education as a subjective right of all young, adults and elderly subjects, regardless of age, social class, gender, race/color, sexual condition, being a resident of the countryside, the periphery, villages or slums.

As for the reasons that led these subjects not to complete regular studies, ^{Prado and Reis (2012}), ^{Zanatta et al. (2016}) and ^{Costa (2017}) mention some: financial difficulties, maternity, non-reconciliation between time to study and time to work, lack of interest in classes, lack of motivation, learning difficulties and difficult access to school, etc.

However, it is undeniable that these subjects, even though they have not completed their studies, present different knowledge and experiences regarding the different identities that form and constitute the school space (^{COSTA, 2017}). Such knowledge, many of them essential and inherent to life, such as themes related to sexuality, are ignored in YAE modality, impairing "the development of the autonomy of the subjects, their trajectories of empowerment and recognition of themselves" (^{COSTA, 2017}, p. 2), in the return of this audience to the classrooms. When addressed, they refer only to a clinical dimension of the bodies treated in YAE textbooks, leaving aside the social and cultural dimensions of sexuality (^{ZANATTA et al. 2016}).

By understanding the school as a sociocultural space (^{COSTA, 2017}) and a space for interaction and formation of several subject identities (^{LOURO, 2016}; ^{WEEKS, 2016}; ^{COSTA, 2017}), it is impossible not to discuss the transversality around the themes of sexuality, which, in turn, goes beyond the biological aspect.

Teachers are the ones with the approach and discussion of themes related to the need and experiences of the student, as well as the globalization of relevant issues of the present day, including social movements. Thus, it is understood that discussions about sexuality and gender in school spaces are supported through didactic activities performed by teachers. According to Barreiro and Martins (2016), these debates become an important educational measure for the construction of knowledge. In this context, ^{Julião, Beiral and Ferrari (2017}) add that "to consider the full development of the person is to make him/her realize that sociocultural belonging is built together with school assumptions articulated with their longings and experiences" (^{JULIÃO; BEIRAL; FERRARI, 2017}).

SETTLEMENT SCHOOL

Settlement schools, different from traditional rural schools, arise in the context of conquering education, which gives greater guarantee and stability in the struggle for land tenure. When incorporated into the public school system, that is, when they become regularized, these schools are now named Countryside Schools (EC) (^{MEIRELLES; SALLA, 2014}).

The school claimed by social movements seeks the promotion and guarantee of social rights of a significant portion of the society which has historically been excluded from fully exercising its citizenship. The CE arises in opposition to the capitalist educational logic (^{MOLINA; Sa, 2012}).

For ^{Machado (2017}), LDBEN, although emerges in the context of the democratization of the country's education and guides the elaboration of a pedagogical proposal, does not relate with pedagogical practices considering the adaptations of place, region, peoples, etc. In fact, it promotes a standardization, removing the individual capacities and potentialities from the students, resulting in a standard education system.

Thus, the CE allocated in agrarian reform settlements and linked to the MST have their pedagogical political proposals based on Freire's pedagogy, through which dialogue is the instrument for knowledge, autonomy and praxis. In this perspective, the main contribution of the Freirian approach comes from Pedagogy of the Oppressed, whose humanistic and liberating conception contributes to the social transformation of the oppressed subject before the reflection of the oppressive factors to which he was imposed, providing a critical and ethical reflection of its reality (^{MST, 2006}).

Therefore, pedagogical practices must begin from the interest, need and knowledge of the countryside student from his trajectory of struggle for social space, so that he is able to understand his reality and social transformation. Yet, CS are social spaces of active participation, research, action and reflection, theory and practice, teaching and research (^{ZANATTA et al., 2016}).

However, the school located in Roseli Nunes III settlement is an extension of a state public school and, therefore, it is not yet recognized as CS, since it does not have its own Pedagogical Political Project (PPP), education professionals are not trained for the reality of the countryside and, in this social space, the local reality of the students is not taken into account.

METHODOLOGY

The present research, in the form of pedagogical intervention, involves "the planning and implementation of interferences (changes, innovations) - aimed at producing advances, improvements, in the learning processes of the subjects who participate in them - and the subsequent evaluation of the effects of these interferences." (^{DAMIANI et al., 2013}, p. 58).

For Damiani et al. (2013), pedagogical intervention assumes a qualitative character because it is governed by principles, procedures and criteria, whose "intention is to describe in detail the procedures performed, evaluating them and producing plausible explanations about their effects based on the relevant data and theories" (^{DAMIANI et al., 2013}, p. 59).

Also according to the author, pedagogical interventions are applied researches that aim to contribute to the resolution of practical problems. In this context, according to ^{Fachin (2006}) and ^{Bell (2008}), the questionnaires can be used as auxiliary research instruments applied at the beginning and end of the investigation.

In line with ^{Fachin (2006}), ^{Bell (2008}) and ^{Damiani (2013)}, ^{Martins (2006}) and ^{Carvalho (2006}) point out the research methodology emerges from the questions to be solved and the questionnaires are only a data collection instrument that aim to raise topics to be solved through dialogue. Therefore, discursive interactions in the teaching and learning process, in their historical and social context, are believed to bring with them reflections and new perspectives to the known problem (^{MARTINS, 2006}).

After the authorization of the school board for participation in the research, the target audience of this study became aware of this initiative through the research professor, in the classes of Natural Sciences. For students, the Free and Informed Consent Form (TCLE) was made available, based on resolutions no. ^466/12 and ^{No. 510/16}, recommended by the National Research Ethics Commission (CONEP) of the National Health Council (CNS) belonging to the Ministry of Health (MS).

The methodology had two phases: application of a questionnaire and elaboration of the Didactic Sequence (DS). In the first phase, the questionnaire sought to characterize the research subjects according to age, religion, sex, color, etc., and also in relation to their conceptions about sexuality, how they acquired information and what questions or curiosities they had about the subject. This information helped to make up the next phase of elaboration of the activities, considering the nature of the experiences in the rural area, their needs and topics of interest.

The questionnaire was elaborated and developed by the researcher after completed reading on the subject and on the methodology for preparing questionnaires described by ^{Bell (2008}), containing open questions and in the form of lists (with options to mark). Data collection occurred through the applied questionnaires, considered by ^{Fachin (2006}) and Bell (2008) as data instruments, one applied at the beginning of the investigation.

Data analysis occurred through properly coded questionnaires. Each participant was identified by an Arabic numbering, gender and period he attended to YAE, i.e., Q1F, 1^st YAE; Q2F, 2^nd YAE; and, thus, successively, ensuring the anonymity of the participant.

After the coding of questionnaires, the answers of the participants were transcribed and organized according to the identification in ascending order of each participant. It is worth noting that, after the transcription of the data, the questionnaires were discarded, ensuring confidentiality. With the performed analysis, the thematic possibilities to be addressed in the activities for DS emerged.

The second phase had the planning of a systematic DS in based on theoretical references, whose purpose was to work on themes and meet the suggestions given by the students.

RESULTS AND DISCUSSION

Part 1

Text: What is sexuality?

This is an “icebreaker” activity, in which participants must speak orally about the word in question. It is not mandatory that everyone speaks out, only those who feel free to speak.

Informal conversation begins from the need to deconstruct that talking about sexuality is talking about sex and the reason for sex education in the school environment. The activity is an adaptation and extraction of the teacher's training notebook, Sexuality, pleasure in knowing (ECOS, 2001).

Length: 90 minutes.

Objective: Conceptualize what is sexuality, sex and sex education.

Material: Blackboard, chalk and copies of the text Sexuality, values and prejudices.

Development:

1. The teacher should ask the participants to speak, without censorship, what comes to mind when they hear or encounter the word sexuality (20 minutes).

2. As they speak, write the words on the board.

3. After the words are said by all students and transcribed on the blackboard, differentiate, explain and clarify what is sexuality, sex and sexual education (25 minutes).

4. Next, give a copy of the text Sexuality, values and prejudices taken from the training booklet Sexuality, pleasure in knowing (ECOS, 2001, p. 16-19) for each participant. The text should be read and discussed with the students in order to deepen their knowledge about the issues arising from the words that generate this activity: sexuality, sex and sexual education. In addition, the text presents a history of Sexual Education in Brazil, enabling students to know about it (45 minutes).

Text: What is sexuality?  

Text:  What is sexuality? (continuation) 

Text: What is sexuality? (continuation) 

Source: Adaptation and extraction of the training notebook Sexuality, pleasure in knowing. ECOS, 2001, p. 16-19 (Notebooks).

Text: What is sexuality? (continuation) 

Part 2

Group dynamics: Stereotypes and Gender Roles

Length: 90 minutes.

Objectives:

• - Understand how men and women are socially represented.

• - Relate gender stereotypes with the learning that is acquired throughout life, in different fields of knowledge.

• - Understand the importance of assertive communication to ensure gender equality.

Materials:

• - Images of female and male characters from Disney cartoons known to the subjects.

• - Copies of texts portraying case studies on gender roles.

Development:

1. Divide the class into pairs.

2. Introduce students to different female and male cartoon characters.

3. Ask some students to briefly tell the story of each of the cartoon characters presented.

4. Ask each pair to reflect on the questions presented below. The pairs will have 30 minutes to carry out the reflection. At this point, give each pair a sheet of A4 paper and a pen to take notes on their reflections.

Discussion questions

1. What is the dominant feature in male characters?

2. What is the dominant characteristic in female characters?

3. What role does the character play?

4. Who is most often assigned the “role” of hero/heroine?

5. Who is most often assigned the “role” of helpless?

6. Who is the strongest character?

7. Who is the most delicate character?

V. After reflection, provide each pair with a case on gender roles. Ask the pairs to read their case and find an answer to the situation exposed.

VI. After each pair finds the solution for their case study,they must read and present to the other students, presenting the solution found. At that moment, the teacher should ask the other pairs to question the solutions found and the group that is presenting to defend their solution, through convincing arguments. Repeat the process until all cases are presented and discussed. This moment lasts about 45 minutes.

VII. Finally, based on the “Discussion Questions”, promote a short 15-minute debate on the importance of gender roles in human relations.

Discussion questions

1. 1. Is it easy or difficult to look at the roles of men and women in a new and untraditional way? Why?

2. How do men or women accept changes to traditional gender roles? Why?

3. Would your parents come up with the same or different solutions?

4. What is the most difficult case study? Why?

5. If you could make a change in the male gender role, what would it be? And in the role of the female gender, which would it be?

Texts: Case Studies on Gender Roles

Images: Female and Male Cartoon Characters 

Case 1

Tomé is about to ask Joana, for the first time, if she wants to go out with him, when she turns to him and asks: “Tomé, the open market of the settlement community is going to start today and I really wanted to go and I would like you to go with me. Are you free tonight?” Tomé has no plans for the night and he really wanted to go to the fair with Joana, but he would have liked to invite her. He thinks to answer that he is busy.

What can Tomé say or do?

Case 2

Carlota was offered the possibility of becoming a tractor driver for the community seated in a corn plantation owned by the cooperative association. She is all happy and runs to tell João, her fiance. They had planned to get married the following year and ,this way, she could begin earning good money for their life together. João listens to her in silence and at the end says “I don't think I can marry a tractor driver, Carlota. What will people say? You will have to choose between me and this profession!”

What can Carlota do?

Case 3

Samuel wants to buy a doll for his nephew's birthday, but his friend José says “Don't even think about it!” Samuel explains that the doll can help his nephew to take care of someone and be affectionate, but José argues that it will only make the boy become a “little girl”! Samuel knows he's right, but he's worried about what José might tell his friends in the settled community.

What should Samuel do?

Case 4

Paula and Fernando have been dating for several months and things have been going well between them. Her parents approve this relationship and at the settlement's school she is known to be his girlfriend. However, lately Fernando has been putting more pressure on Paula than she can handle. When she says “No” he tells her that her role, as a woman, is to please him and make him happy.

What can Paula tell him?

Case 5

Sandra and Mário are fighting over their sister Patrícia and her husband Roberto. Sandra has noticed that Patrícia has lately appeared with huge bruises on her arms and shoulders, having even appeared with a black eye in the last week. Mário tells er that Patrícia has been “out of the shell” a lot and that this is Roberto's way of showing her who's in charge at home. Sandra looks at Mário and shakes her head. She thinks violence is never the solution.

What can Sandra do?

Case 6

Carmen decided to have sex with her boyfriend, Gabriel. So, she decides to go into town and look for a pharmacy to buy condoms, but her friend Tânia tells her “women don't buy condoms! This is the function of men”.

What can Carmen say and do?

Case 7

In the settlement, Susana and Miguel have been together for about a year. When they decide to take a walk at the fair in the settled community, to which they belong, Miguel always pays for all the purchases and makes most of the decisions regarding where they go, what they do and what they buy. In Susana's civic education class, the role of women concerning the bill split, dates and their role in the decisions of the couple's plans has been discussed . Both Susana and Miguel work collectively in the settled community and earn little money. Joining their money to pay for what they do together makes sense to Susana, but Miguel gets furious just thinking about it. He says she doesn't think he's man enough to take care of her.

FINAL CONSIDERATIONS

During the readings of the referential contributions that support SE at school, there was a fragmentation and not a continuity of the proposals between the PCN and the BNCC - a fact that reinforces the need for a document supporting the discussions on sexuality and gender, in the classrooms of YAE modality, as well as giving autonomy to the teacher's work so that he/she can discuss and reflect on the context that his/her students experience, in the current political and social scenario. Specifically, for socially disadvantaged populations, such as social movements' settlement schools.

In the exposed, the settlement schools are social spaces of active and participative subjects, with multiple bodies and types of sexuality, marked by their origins and beliefs. Disregarding these subjects would be standardizing them to an inadequate education, forgetting their identities, particularities and diversities, as countryside subjects.

Through the educational proposal of SE, it appears that YAE subjects, specifically from this settlement school, demanded clarification and reflections on the social and cultural construction of sexuality based on their experiences.

In this sense, YAE, consisting of different subjects, should not be considered a mere reward for studies not completed during childhood or adolescence, but rather as a space for discussion and reflection on the daily lives and experiences of students.

Thus, the activities of the DS suggested, according to the particularities of the participants, intend to contribute to the awareness of the sexuality concept, to the understanding and respect for gender differences, signaling the importance of sex education in the school environment. .

Therefore, DS activities, in addition to considering the context of students from settlement schools, should be a continuous pedagogical intervention developed over the YAE periods. Due to its relevance, it appears that performing SE under the historical and cultural perspective of a particular social group means breaking the barriers imposed in school spaces.

Finally, it is suggested that other research and pedagogical interventions should be carried out on the subject, in order to broaden the approach in SE, YAE and settlement school/EC set.