Search

The paper discusses aboutteaching experiences and practices aimed at sex education produced by science and biology teachers in public schools in Minas Gerais during the pandemic period. The qualitative research had its empirical produced from interviews with teachers aiming to challenge and to variegate curricular prescriptions contained in official documents and legislation. It is debated that curricular impositions restricted teaching autonomy and raised challenges to the approach to the theme. The conservative scenario that puts pressure on teaching and generates constraints to pedagogical work on the human body, health, genders and/or sexualities that escapes a biomedical, hygienist and behaviorist bias is discussed. Furthermore, the opportunities created with information and communication technologies collided with the digital exclusion and socio-economic vulnerability of students. It is concluded that despite the teachers resisting and insisting on the construction of didactic strategies aimed at promoting sex education, structural and conjunctural obstacles were obstacles to plural and inclusive teaching and learning processes. [ABSTRACT FROM AUTHOR]