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A temperatura que convém à educação sexual escolar: o dilema da proximidade entre o excesso e o défice
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Orientador(es)
Resumo(s)
No contexto atual da educação pública portuguesa, fatores relacionais e de
afetividade exaltam matizes delicadas que instigam os educadores a repensarem e a
reorganizarem formas de intervenção pedagógica em prol de educar a sexualidade e os
afetos em meio escolar. Por entre modalidades de intervenção mais próximas ou mais
distantes, elas próprias adquirindo sentidos diversos de acordo com as moralidades e as
gramáticas que conformam as dinâmicas educativas, a pesquisa que dá corpo a esta tese
versa o trabalho de composição praxeológica, em torno das representações e da
pluralidade de sentidos que os educadores conferem à ação de educar a sexualidade e os
afetos, articulando-o com as formas de apropriação reajustada pelos alunos. Ações que
atravessam distintos cenários educativos e levam à ativação de juízos críticos acerca
daquilo que os mesmos consideram (boas) práticas educativas neste domínio.
No decurso deste intento, mobilizámos um conjunto diversificado de técnicas de
recolha de dados através de uma abordagem essencialmente etnográfica, articulada com
uma teorização pragmática das tensões, conflitos, dilemas e controvérsias que
observámos no terreno. Tal abordagem usufrui em larga medida da implementação do
aparelho conceptual da sociologia dos envolvimentos, desenvolvida por Laurent
Thévenot.
In the current context of Portuguese public education, relational and affectivity factors increase the delicate changes that compel educators to (re)think and (re)organize the forms of pedagogical intervention to educate sexuality and affections in the school environment. Through closer or more distant intervention modalities, themselves acquiring different meanings according to the moralities and the grammars that shape the educational dynamics, the research that embodies this thesis reveals the work of praxeological composition around the representations and the plurality of meanings that educators attribute to the action of educating sexuality and affects, articulating it with the forms of readjusted appropriation by the students. Actions that cross different educational scenarios and lead to the activation of critical judgments about what they consider (good) educational practices in this domain. Throughout this effort, we mobilized a diverse set of data collection techniques following an essentially ethnographic approach, articulated with a pragmatic theorizing of the tensions, conflicts, dilemmas and controversies that we observe on the ground. Such an approach largely benefits from the implementation of the Sociology of Engagement (Sociologie d’Engagement) conceptualization developed by Laurent Thévenot.
In the current context of Portuguese public education, relational and affectivity factors increase the delicate changes that compel educators to (re)think and (re)organize the forms of pedagogical intervention to educate sexuality and affections in the school environment. Through closer or more distant intervention modalities, themselves acquiring different meanings according to the moralities and the grammars that shape the educational dynamics, the research that embodies this thesis reveals the work of praxeological composition around the representations and the plurality of meanings that educators attribute to the action of educating sexuality and affects, articulating it with the forms of readjusted appropriation by the students. Actions that cross different educational scenarios and lead to the activation of critical judgments about what they consider (good) educational practices in this domain. Throughout this effort, we mobilized a diverse set of data collection techniques following an essentially ethnographic approach, articulated with a pragmatic theorizing of the tensions, conflicts, dilemmas and controversies that we observe on the ground. Such an approach largely benefits from the implementation of the Sociology of Engagement (Sociologie d’Engagement) conceptualization developed by Laurent Thévenot.
Descrição
Palavras-chave
Educação sexual Íntimo Regimes de envolvimento Público Sex education Regimes of Engagement Intimate Public