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As tecnologias digitais na educação sexual : questões de género no 2º CEB
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Orientador(es)
Resumo(s)
A Educação Sexual é um processo dinâmico e contínuo que tem como um dos
principais objetivos possibilitar a construção de conhecimentos e desenvolver atitudes
sobre sexualidade e género. As questões de género são, geralmente, associadas a
desigualdades, submissões e obediências determinadas e construídas historicamente e
culturalmente pela sociedade, constituindo-se como relações de poder. Na comunidade
escolar, estes procedimentos socioculturais repetem-se tornando-se evidentes nas
atitudes e comportamentos observados nos/as alunos/as, uma vez que estes/as estão
sujeitos a perceções estereotipadas, idealizadas e fragmentadas sobre a sexualidade.
A escola apresenta-se, assim, como um espaço que torna possível o
desenvolvimento de cenários de aprendizagem no âmbito da sexualidade humana. No
entanto, desenvolver as competências necessárias requer o uso de recursos
diversificados e estimuladores na perspetiva dos/as alunos/as. Um recurso que poderá
ser utilizado no desenvolvimento de competências sobre a sexualidade são as
tecnologias digitais já que assumem um papel muito ativo na construção dos saberes
dos/as alunos/as.
Assim, o objectivo deste estudo foi o de averiguar os efeitos da aplicação das
tecnologias digitais nas questões de género através da conceção de cenários de
aprendizagem que proporcionassem uma visão sobre as potencialidades e limites deste
recurso no âmbito da implementação do programa de educação sexual em meio escolar.
Para a realização desta investigação foi selecionada uma turma constituída por
26 alunos/as do sexto ano de escolaridade aos quais a investigadora leciona matemática
e ciências naturais. Foram concebidos e implementados três cenários de aprendizagem
para o desenvolvimento de atividades no âmbito do conteúdo “Sexualidade e Género” e
aplicado um questionário com questões abertas e fechadas. Os dados foram tratados
manual e informaticamente, recorrendo-se à estatística descritiva e análise qualitativa de
conteúdo. Considerando-se o âmago do contexto da presente investigação, assume-se a
natureza descritiva e interpretativa do estudo, assente em procedimentos metodológicos
essencialmente qualitativos.
Os resultados permitiram concluir que os vários cenários de aprendizagem
concebidos e implementados com recurso a diversas tecnologias digitais foram, de uma
maneira geral, motivadores e bem recebidos pelos/as alunos/as que os utilizaram,
promovendo aprendizagens significativas e encorajando a problematização, o trabalho colaborativo, a reflexão, a criatividade e o desenvolvimento de competências em relação
ao tema abordado e às tecnologias digitais.
Sexual Education is a dynamic and continuous process that has as one of its main objectives building knowledge and developing attitudes about sexuality and gender. Gender issues are usually associated with inequalities, submissions and obedience, that have been determined and constructed both historically and culturally by society, constituting themselves as relations of power. In the school community, these socio-cultural procedures are repeated, becoming evident in the attitudes and behaviours observed in students, since they are subject to stereotyped, idealized and fragmented perceptions about sexuality. Thus, the school presents itself as a space that allows the development of learning scenarios within the scope of human sexuality. However, developing the necessary skills requires the use of diversified and stimulating resources from the perspective of the students. One tool that can be used in the development of competences on sexuality is the use of digital technologies since they play a very active role in the construction of the students' knowledge. Therefore, the objective of this study was to investigate the effects of the application of digital technologies on gender issues by designing of learning scenarios that provide an insight into the potentialities and limits of this resource in the context of the implementation of the sexual education program in the school environment. For the accomplishment of this investigation, it was selected a group constituted by 26 students from the sixth year of schooling to whom the researcher teaches mathematics and natural sciences. Three learning scenarios were conceived and implemented for the development of activities within the "Sexuality and Gender" content and a questionnaire was applied with open and closed questions. The data were hand-processed and computerized, using descriptive statistics and qualitative content analysis. Considering the context of the present investigation, we assume the descriptive and interpretive nature of the study, based on essentially qualitative methodological procedures. The results allowed to conclude that the various learning scenarios conceived and implemented using multiples digital technologies were, in a general way, motivating and well received by the students who used them, promoting meaningful learning and encouraging the problematization, the work Collaborative, reflection, creativity and competence development in relation to the topic addressed and digital technologies.
Sexual Education is a dynamic and continuous process that has as one of its main objectives building knowledge and developing attitudes about sexuality and gender. Gender issues are usually associated with inequalities, submissions and obedience, that have been determined and constructed both historically and culturally by society, constituting themselves as relations of power. In the school community, these socio-cultural procedures are repeated, becoming evident in the attitudes and behaviours observed in students, since they are subject to stereotyped, idealized and fragmented perceptions about sexuality. Thus, the school presents itself as a space that allows the development of learning scenarios within the scope of human sexuality. However, developing the necessary skills requires the use of diversified and stimulating resources from the perspective of the students. One tool that can be used in the development of competences on sexuality is the use of digital technologies since they play a very active role in the construction of the students' knowledge. Therefore, the objective of this study was to investigate the effects of the application of digital technologies on gender issues by designing of learning scenarios that provide an insight into the potentialities and limits of this resource in the context of the implementation of the sexual education program in the school environment. For the accomplishment of this investigation, it was selected a group constituted by 26 students from the sixth year of schooling to whom the researcher teaches mathematics and natural sciences. Three learning scenarios were conceived and implemented for the development of activities within the "Sexuality and Gender" content and a questionnaire was applied with open and closed questions. The data were hand-processed and computerized, using descriptive statistics and qualitative content analysis. Considering the context of the present investigation, we assume the descriptive and interpretive nature of the study, based on essentially qualitative methodological procedures. The results allowed to conclude that the various learning scenarios conceived and implemented using multiples digital technologies were, in a general way, motivating and well received by the students who used them, promoting meaningful learning and encouraging the problematization, the work Collaborative, reflection, creativity and competence development in relation to the topic addressed and digital technologies.
Descrição
Tese de mestrado, Educação (Área de especialização em Didática das Ciências), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Educação sexual Sexualidade Género Tecnologias digitais Aprendizagens Teses de mestrado - 2017