PROFESSIONAL DEVELOPMENT OF TEACHERS IN SEX EDUCATION IN BIOLOGY CLASSES: LITERATURE REVIEW ON COLLABORATIVE PRACTICES

Abstract

Sex education is an essential component of human development. Although it is provided for in Brazilian public policies, its implementation in basic education is still limited, marked by weaknesses in teacher training and the predominance of biological approaches, especially in biology teaching. This study analyzes the contributions of collaborative practices among teachers to the integration of sociocultural perspectives in sex education, seeking to understand their effects on teacher professional development. This is a theoretical excerpt from an ongoing doctoral research project, based on a literature review of 12 studies published between 2020 and 2025. The selection included works that discuss sex education in biology teaching and formative experiences based on collaborative principles. The results indicate that teacher collaboration favors the expansion of professional knowledge and the construction of more dialogical, critical, and inclusive practices. However, institutional barriers, curricular limitations, and professional insecurities hinder the consolidation of these practices. There is also a scarcity of studies that systematically address collaboration among biology teachers in the treatment of sex education, highlighting weaknesses in the field. It is concluded that collaborative practices are a promising way to overcome reductionist approaches and promote a broader understanding of sex education, integrating biological, psychological, and sociocultural dimensions.