<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602011000100008</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Dialogue and transformation: embracing sexual diversity in the educational context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moscheta]]></surname>
<given-names><![CDATA[Murilo dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Namee]]></surname>
<given-names><![CDATA[Sheila]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jucely Cardoso dos]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,University of New Hampshire  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<numero>39</numero>
<fpage>103</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602011000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602011000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602011000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes - relational engagement and focus on the process - set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Embora as recentes políticas de educação no Brasil tenham incluído a sexualidade como tema importante a ser discutido nas salas de aula, elas ainda não efetivamente criaram um contexto educacional onde a sexualidade possa ser discutida de forma positiva, não-discriminatória e sensível as cultura e história do contexto. Este artigo tem como objetivo contribuir com o desenvolvimento de programas de treinamento para educadores em sexualidade, especificamente para àqueles preocupados com a inclusão de expressões sexuais não-normativas no contexto educacional. A partir de idéias construcionistas-sociais nós delineamos um modelo de treinamento para educadores em sexualidade no qual o envolvimento relacional e o foco no processo criam o contexto para uma educação transformadora. Primeiramente, apresentamos uma breve revisão da educação sexual no Brasil e posteriormente apresentamos os conceitos de comunidades de inteligibilidades e diálogo. Esses dois conceitos nos permitem discutir como os valores são gerados e como eles participam daquilo que tomamos como sendo bom e real. Por fim, inspirados por um de nossos programas de treinamento, nós ilustramos o modelo oferecendo possibilidades de tradução de princípios teóricos em atividades de treinamento.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Sexual Education]]></kwd>
<kwd lng="en"><![CDATA[Gender and Sexuality]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Social Constructionism]]></kwd>
<kwd lng="pt"><![CDATA[Educação Sexual]]></kwd>
<kwd lng="pt"><![CDATA[Gênero e Sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Construcionismo-Social]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Dialogue and  transformation: embracing sexual diversity in the educational context.</h2> <h3>Di&aacute;logo e transforma&ccedil;&atilde;o: incluindo a diversidade sexual  no contexto educacional.</h3>     <p>&nbsp;</p> <h4>Murilo dos Santos Moscheta, Sheila McNamee, Jucely  Cardoso dos Santos    <br> </h4> </font>      ]]></body><back>
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