AFFECTIVE-SEXUAL EDUCATION AS A CROSSROAD IN THE RELATIONSHIP WITH FAMILY AND SCHOOL

Mañas Olmo, Moisés; González Alba, Blas; Cortés González, Pablo

doi:10.1590/1980531410087_en

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Sumário

BASIC EDUCATION, CULTURE, CURRICULUM • Cad. Pesqui. 53 • 2023 • https://doi.org/10.1590/1980531410087_en copy

AFFECTIVE-SEXUAL EDUCATION AS A CROSSROAD IN THE RELATIONSHIP WITH FAMILY AND SCHOOL

Authorship SCIMAGO INSTITUTIONS RANKINGS

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’s program in Secondary Education and the Bachelor’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.

AFFECTIVE BEHAVIOR; GENDER RELATIONS; FAMILY EDUCATION; SCHOOL

Educational law	Treatment of ASE	Relationship with families
LOGSE (Ley Orgánica n. 1/1990)	Does not mention Sexual Education, but includes aspects such as respect, tolerance, and discrimination.	Not mentioned.
LOCE (Ley Orgánica n. 10/2002)	Includes Education for Equality, but does not mention the development of sexuality or affectivity.	Not mentioned.
LOE (Ley Orgánica n. 2/2006)	“Basic competencies” are introduced, and some autonomous communities introduce the competency of “emotional education”. The preamble states: “to know and value the human dimension of sexuality in all its diversity” (Article 23, k, own translation).	Brief mention of family participation.
LOMCE (Ley Orgánica n. 8/2013)	Emotional competency is removed.	Brief mention of family participation.
LOMLOE	ASE is included as a transversal and non-evaluable topic in Chapter I, Article 19, Section 2, under the principles and goals of education, within the framework of Health Education. Affective, sexual, emotional, and values education will be addressed transversally in all subjects. For the first time, a) ASE is mentioned as a cross-cutting theme to be addressed in all subjects, b) it is included among the pedagogical principles of Primary Education (Article 19.2), and among the objectives of Secondary Education and Baccalaureate (Article 23, k).	Recognizes parents as primary responsible agents.

Questions proposed
Do you value it positively when the topic of ASE is addressed in the school?
Do you believe that families should be involved in this education?
Do you think parents should talk to their children about topics related to ASE?
At what age do you think it is appropriate to discuss topics related to ASE?

Questions raised	Results PM	Results GI-MP
Age	78.8% 37-47 years 15.2% > 48 years 3% 18-25 years 3% 26-36 years	12.3% 37-47 years 2% > 48 years 71.2% 18-25 years 14% 26-36 years
Do you value the discussion of ASE at school?	79% YES 21% NO	91% YES 9% NO
Do you believe that families should be involved in this education?	75% YES 25% NO	25% YES 75% NO
Do you think parents should talk to their children about topics related to ASE?	91% YES 9% NO	85% YES 15% NO
At what age do you think it is appropriate to address topics related to ASE?	65% Secondary Education 15% Primary Education 10% High School 10% Early Childhood	82% Secondary Education 10% Primary Education 2% High School 6% Early Childhood
Participants	55	43

Fundação Carlos Chagas Av. Prof. Francisco Morato, 1565, 05513-900 São Paulo SP Brasil, Tel.: +55 11 3723-3000 - São Paulo - SP - Brazil
E-mail: cadpesq@fcc.org.br

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[1] TRANSLATED BY Giedre Lescauskaite^IV