Sexual education and women’s autonomy: evidence of learning from a pedagogical intervention

Abstract

Teaching sexuality is a complex task, as it involves cultural, social, and religious factors that shape individuals’ perceptions of the subject. Considering these challenges, this study analyzed the implementation of a didactic sequence structured through active learning methodologies, focusing on the menstrual cycle and the use of oral contraceptives, with the aim of promoting meaningful learning and fostering students’ autonomy. The didactic sequence was implemented with first-year high school students during Biology classes and organized into sequential modules that integrated problematization, investigation, and critical reflection. Learning assessment, conducted using diagnostic instruments before and after the intervention, revealed significant progress: correct responses increased by 40.1%, while incorrect responses decreased by 27.1%. The results indicate that the adopted approach enhances conceptual understanding and contributes to the students’ critical development, reinforcing the relevance of sexuality education as an emancipatory practice within the school environment.