SEX EDUCATION IN THE DIFFERENT VERSIONS OF THE COMMON NATIONAL CURRICULUM BASE: FROM OPENING TO SILENCING AROUND THE THEME

Abstract

This study aims to analyze the perspectives of sex education prescribed in different versions of the National Common Curricular Base (BNCC) and to present the perception of teachers about the context of narratives and disputes that intermediated its construction. Sex education was a widely debated topic and contemplated in the preliminary versions of the BNCC. However, the incisive action of conservative political groups culminated in the removal of the concepts of gender and sexual orientation, failing to highlight important dimensions in the final document. It is understood that the omission of these issues in the curricular references favors the persistence of intolerance against sexual diversity and weakens the fight against prejudice and discrimination rooted in our society. With regard to methodology, a qualitative approach was adopted, which includes as a procedure: bibliographic research, document analysis and a set of interviews with teachers who work in elementary education for data collection. For data analysis, we sought to articulate qualitative research techniques and Discourse Analysis, guided by the policy cycle formulated by Stephen Ball and Richard Bowe.