AS INFECÇÕES SEXUALMENTE TRANSMISSÍVEIS E A EDUCAÇÃO EM SAÚDE NA ESCOLA: uma proposta pedagógica para o ensino de Ciências.

Abstract

this premise, this qualitative research was carried out, having as its main objective the construction of a pedagogical proposal for the teachers of Sciences in the area surrounding Itaqui Bacanga and Anil on STI, having as guiding pillars Health Education and Education Sexual. The specific objectives that guided the development of this study focused on knowing the teaching conceptions about STI and its relationship with Health Education and Sexual Education, what are their perceptions about the importance of prevention in the classroom; what are the teaching understandings about Sex Education as a didactic possibility in the prevention of STIs and also to verify what the resources or pedagogical strategies used by the teachers for the development of these subjects in the classroom. As a data collection instrument the semi-structured interview was used. In the course of the study three sequences of pedagogical interventions were carried out: one only with teachers and another two with students and teachers in workshops for product validation and which provided relevant data for the construction of the pedagogical proposal in e-book format. The data obtained in this research were structured and evaluated according to the Bardin Content Analysis. At the end of this study it was possible to show that teachers are unaware of the new STI nomenclature, use the textbook as their main resource and recognize the importance of their didactic and preventive approach in the classroom to promote the health of the students. We found that prevention, even though it is a practice in science classes, students still have difficulties in seeking teachers to support their doubts, as well as teachers still find it difficult to develop the work of STI prevention in the early years of teaching. Fundamental. We also noted the need for more effective participation of teachers from other disciplines to work across prevention prevention with students and not only the science teacher, we show that the classes of sex education still focus mostly on the biomedical and non-perspective of Transformative Sex Education that recognizes the student as a sociocultural, non-abstract, but participative in the educational process and that needs actions and paths that lead them to critical reflective postures of their reality and even confrontations. We hope that the pedagogical proposal produced in the form of e-book can contribute to the construction of knowledge about Sexually Transmitted Infections having as pillars for this construction Sexual Education and Health Education.