Navegando por Autor "Rodrigues,, Juliana Martinez"

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    Produto educacional
    Educação sexual como ferramenta nos casos de abuso e violência sexual: uma proposição para os professores dos nos iniciais do ensino fundamental.
    (Universidade Estadual do Norte do Paraná, 2026) Rodrigues,, Juliana Martinez; Costa,, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995
    The school environment is a privileged space for the integral development of children and, consequently, for approaching Sex Education (ES) as an educational, preventive, and emancipatory practice. From this perspective, the objective of this dissertation was to develop and implement educational material aimed at addressing sexual abuse and violence, intended for the early years of elementary school (ages 6 to 10). We sought to investigate and analyze the possibilities for dialogue between the assumptions of Figueiró's Emancipatory Sex Education (2018) and Tardif's Teaching Knowledge (2014) at this level of education, contributing to the consolidation of reflective, ethical, and socially committed pedagogical practices. The research was conducted in a municipal school in the municipality of Cambará, Paraná, located in a socially vulnerable context, with the participation of ten teachers from the early years of schooling. The methodological approach was qualitative, and the research process comprised four stages: (1) survey of teachers' conceptions of sex education; (2) face-to-face and online training sessions; (3) application of the Pedagogical Guide, which constituted the Educational Product; and (4) analysis of perceptions and changes in teaching practices based on moments of collective reflection. Data analysis was guided by Discursive Textual Analysis (ATD), according to Moraes and Galiazzi (2005), using categories and units. The Educational Product, entitled Pedagogical Guide: Sex education as a tool in cases of sexual abuse and violence: a proposal for teachers in the early years of elementary school. The results showed that the meetings, which provided opportunities for reflection, promoted significant advances in the teachers' understanding and attitude towards sex education. The analysis showed that the dialogue between theory and practice, combined with the methodological support of the Guide, contributed to reframing concepts, strengthening knowledge, and consolidating emancipatory pedagogical practices. It was concluded that the moments of training, critical reflection, and exchange of experiences constituted an effective way to integrate sex education into everyday school life in a responsible, sensitive, and humanized manner. The Pedagogical Guide established itself as a pedagogical and social intervention tool, reaffirming the school's commitment to promoting citizenship, building an education system committed to human rights, and protecting children from sexual abuse and violence.
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    Dissertação
    Educação Sexual na formação continuada sob uma perscpectiva dos saberes docentes: uma proposição para os professores dos anos Iniciais do ensino fundamental.
    (Universidade Estadual do Norte do Paraná, 2026) Rodrigues,, Juliana Martinez; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995
    The school environment is a privileged space for the integral development of children and, consequently, for approaching Sex Education (ES) as an educational, preventive, and emancipatory practice. From this perspective, the objective of this dissertation was to develop and implement educational material aimed at addressing sexual abuse and violence, intended for the early years of elementary school (ages 6 to 10). We sought to investigate and analyze the possibilities for dialogue between the assumptions of Figueiró's Emancipatory Sex Education (2018) and Tardif's Teaching Knowledge (2014) at this level of education, contributing to the consolidation of reflective, ethical, and socially committed pedagogical practices. The research was conducted in a municipal school in the municipality of Cambará, Paraná, located in a socially vulnerable context, with the participation of ten teachers from the early years of schooling. The methodological approach was qualitative, and the research process comprised four stages: (1) survey of teachers' conceptions of sex education; (2) face-to-face and online training sessions; (3) application of the Pedagogical Guide, which constituted the Educational Product; and (4) analysis of perceptions and changes in teaching practices based on moments of collective reflection. Data analysis was guided by Discursive Textual Analysis (ATD), according to Moraes and Galiazzi (2005), using categories and units. The Educational Product, entitled Pedagogical Guide: Sex education as a tool in cases of sexual abuse and violence: a proposal for teachers in the early years of elementary school. The results showed that the meetings, which provided opportunities for reflection, promoted significant advances in the teachers' understanding and attitude towards sex education. The analysis showed that the dialogue between theory and practice, combined with the methodological support of the Guide, contributed to reframing concepts, strengthening knowledge, and consolidating emancipatory pedagogical practices. It was concluded that the moments of training, critical reflection, and exchange of experiences constituted an effective way to integrate sex education into everyday school life in a responsible, sensitive, and humanized manner. The Pedagogical Guide established itself as a pedagogical and social intervention tool, reaffirming the school's commitment to promoting citizenship, building an education system committed to human rights, and protecting children from sexual abuse and violence.