Atuação em psicologia escolar na educação em sexualidade humana a estudantes com deficiência

Abstract

Although public policies have advanced in defending respect for plurality and diversity in human sexuality, in many contexts this topic is still treated as taboo in our society, especially in schools. In groups that carry stereotypes, such as people with disabilities, the tendency to reject any type of sexuality education is even greater. The school, in its socio-political function, must be committed to interventions aimed at the inclusion of this public in all spheres of human development. Based on critical School Psychology and Vygotsky's Historical-Cultural Theory, theoretical bases that understand that the conception of human disability originates from cultural and historical interactions, this research investigated indicators for the performance of the school psychologist in a public school in São Luís - MA in the process of human sexuality education aimed at students with disabilities. Specifically, three objectives were outlined: to understand the conceptions and practices of school actors regarding the role of the school psychologist; This study aimed to identify, from the routines and activities of a school, indicators for the work of the School Psychologist to enhance human sexuality education for people with and without disabilities; and a proposal for the school psychologist's work focused on human sexuality was developed. The following procedures were adopted: observations, questionnaire, and semi-structured interview with the participants. The study was conducted in a State Public School in the urban area of the Municipality of São Luís, state of Maranhão. Three (3) classroom teachers, one (1) coordinator, two (2) classroom tutors, and one (1) teacher from the Specialized Educational Service participated in the research. The analysis of the information prioritized the construction of zones of meaning through the apprehension of meanings, where both the researcher and the participant continuously and actively constructed the research information. Four zones of meaning were identified: (1) Training needs for work from the perspective of human sexuality education aimed at students with disabilities; (2) Importance of human sexuality education in schools; (3) A priori view that leads to a abandonment of intentional pedagogical mediation aimed at human sexuality education for students with disabilities; (4) Expectations of the role and intervention of the school psychologist. The research shows that human sexuality education for students with disabilities remains limited by a set of cultural, stigmatizing, and normative conceptions. The results demonstrate indicators for intervention in School Psychology aimed at enhancing inclusive practices committed to the sexual rights of people with disabilities in their political, cultural, social, and developmental dimensions, as well as highlighting the importance of human sexuality education in the school context.