THE DEAFENING SILENCE OF SEX EDUCATION IN THE IN-SERVICE CONTINUING EDUCATION OF EARLY CHILDHOOD TEACHERS

Abstract

On a national level there are guiding and normative documents of the curricula that bring elements pertaining to sex education, however, it is possible to see the controversy existing in the initial teacher training in relation to the curriculum of Early Childhood Education, because, despite the presence in the documents, in general, such elements are not considered in the graduation courses. Thus, we point to the potentiality of continuing education in mobilizing knowledge about sex education. The research aimed at identifying and analyzing, through documentary records, whether sex education was a part of the in-service continuing education for teachers of Early Childhood Education in the city of Uberaba/MG, also analyzing the way it was presented in these formative actions, with a time cut from 2015 to 2019. The results showed that sex education was not a theme in the continuing education courses, and that the themes of the curriculum linked to it were not the object of study, that the documentary records are made in a generic way and, furthermore, evidenced the need to use evaluative instruments.