<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100406</article-id>
<article-id pub-id-type="doi">10.1590/1980531410087</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA EDUCACIÓN AFECTIVO-SEXUAL COMO ENCRUCIJADA EN LA RELACIÓN FAMILIAS Y ESCUELA]]></article-title>
<article-title xml:lang="pt"><![CDATA[A EDUCAÇÃO AFETIVO-SEXUAL COMO ENCRUZILHADA NA RELAÇÃO ENTRE FAMÍLIA E ESCOLA]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;ÉDUCATION SEXUELLE AFFECTIVE COMME CARREFOUR DES RELATIONS ENTRE FAMILLE ET ÉCOLE]]></article-title>
<article-title xml:lang="en"><![CDATA[AFFECTIVE-SEXUAL EDUCATION AS A CROSSROAD IN THE RELATIONSHIP WITH FAMILY AND SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mañas Olmo]]></surname>
<given-names><![CDATA[Moisés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Alba]]></surname>
<given-names><![CDATA[Blas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés González]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga (UMA)  ]]></institution>
<addr-line><![CDATA[Málaga MA]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Málaga (UMA)  ]]></institution>
<addr-line><![CDATA[Málaga MA]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Málaga (UMA)  ]]></institution>
<addr-line><![CDATA[Málaga MA]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el propósito de conocer la relación entre familias y escuela en relación a la educación afectivo-sexual (EAS) y desde una metodología mixta hemos desarrollado en una primera fase una encuesta a 55 padres y madres y 43 docentes en formación del Máster de Profesorado de Secundaria y del grado de Educación Infantil y posteriormente desarrollamos dos grupos de discusión con 10 familiares y 12 docentes. Los resultados muestran lo que hemos denominado puntos de encuentro y convergencia en torno a la necesidad de que el alumnado que asiste a los centros educativos, los familiares y el profesorado en formación se formen en EAS y divergencias sobre la forma y las personas que deben llevarla a cabo. Concluimos proponiendo varias dimensiones finales que consideramos que debemos tener en cuenta e instando a seguir investigando sobre esta temática que todavía sigue poco estudiada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de conhecer a relação entre as famílias e a escola no que diz respeito à educação afetivo-sexual (EAS) e a partir de uma metodologia mista, desenvolvemos em uma primeira fase um inquérito a 55 pais e 43 professores do Mestrado em Formação de Professores em Ensino Médio e Infantil e posteriormente desenvolvemos dois grupos de discussão com 10 familiares e 12 professores. Os resultados mostram o que temos chamado de pontos de encontro e convergência em torno da necessidade de alunos que frequentam centros educativos, familiares e professores em formação para se capacitarem em EAS e divergências sobre a forma e quem deve realizá-la. Concluímos propondo algumas dimensões finais que devem ser consideradas e instando a uma maior investigação sobre essa temática ainda pouco estudada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Afin de mieux connaître la relation entre les familles et l&#8217;école concernant l&#8217;éducation sexuelle affective (ESA), nous avons, à partir d&#8217;une méthodologie mixte, réalisé dans une première phase une enquête auprès de 55 parents et de 43 professeur.es de Master en Formation des Enseignants du Secondaire et de l&#8217;Éducation Infantile. Puis, deux groupes de discussion avec 10 parents et 12 professeur.e.s ont été mis en place. Les résultats mettent en évidence les points de rencontre et de convergence sur le besoin non seulement des élèves des centres éducatifs, mais aussi des membres de la famille et des enseignants en formation de se former à l&#8217;ESA. Ils indiquent aussi les points de divergence sur la manière de le faire, ainsi que sur les personnes devant s&#8217;en charger. La conclusion propose des considérations qui mériteraient d&#8217;être prises en compte et encourager la poursuite de la recherche sur ce sujet encore peu étudié.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the aim of understanding the existing relationship between families and schools in relation to affective-sexual education (ASE), and using a mixed methodology, we conducted in a first phase a survey with 55 parents and 43 teachers in training of the Master&#8217;s program in Secondary Education and the Bachelor&#8217;s in Early Childhood Education. Subsequently, we developed two discussion groups with 10 family members and 12 teachers. The results show what we have identified as points of convergence and agreement regarding the need for students, family members and teacher trainees to receive training in ASE, as well as divergences on how and by whom this training should be carried out. In conclusion, we proposed several final dimensions that we believe should be taken into account, and we encourage further research on this topic that is still relatively under-studied.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[CONDUCTA AFECTIVA]]></kwd>
<kwd lng="es"><![CDATA[RELACIONES DE GÉNERO]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN FAMILIAR]]></kwd>
<kwd lng="es"><![CDATA[CENTRO EDUCATIVO]]></kwd>
<kwd lng="pt"><![CDATA[COMPORTAMENTO AFETIVO]]></kwd>
<kwd lng="pt"><![CDATA[RELAÇÕES DE GÊNERO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO FAMILIAR]]></kwd>
<kwd lng="pt"><![CDATA[CENTRO EDUCACIONAL]]></kwd>
<kwd lng="fr"><![CDATA[COMPORTEMENTS AFFECTIFS]]></kwd>
<kwd lng="fr"><![CDATA[RELATIONS DE GENRE]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION FAMILIALE]]></kwd>
<kwd lng="fr"><![CDATA[CENTRE ÉDUCATIF]]></kwd>
<kwd lng="en"><![CDATA[AFFECTIVE BEHAVIOR]]></kwd>
<kwd lng="en"><![CDATA[GENDER RELATIONS]]></kwd>
<kwd lng="en"><![CDATA[FAMILY EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL]]></kwd>
</kwd-group>
</article-meta>
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