SEXUALITY EDUCATION IN THE SCHOOL CONTEXT: CHALLENGES, POLICIES AND PEDAGOGICAL PRACTICES

Abstract

Sex education in the Brazilian school context is a field marked by political, cultural, and pedagogical disputes that directly influence its implementation. Understood as an essential dimension of integral human development, sexuality permeates school daily life and affects identity formation, social relationships, and learning processes. This study aims to analyze how sex education is addressed in the school context, investigating institutional challenges, prevailing discourses, pedagogical practices, and public policies that affect its effectiveness, as well as possibilities for building safe, inclusive, and democratic educational environments. The research adopts an applied, qualitative, and exploratory approach, based on a literature review, analysis of official documents, and recent empirical studies on sex education, gender, and human rights. The theoretical framework understands the school as a social institution in constant dialogue—and conflict—with society. The findings indicate that sex education is often fragmented and dependent on individual initiatives by educators, lacking consistent institutional support. It is evident that school management support, continuous teacher education, and structured public policies are essential for consolidating educational practices. The study concludes that the effective implementation of sex education requires institutional commitment aligned with scientific, ethical, and human rights principles, reaffirming the school’s role in promoting equity, protection, and citizenship.