Banca de DEFESA: FABRICIO SANTOS DIAS DE ABREU

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : FABRICIO SANTOS DIAS DE ABREU
DATE: 18/07/2023
TIME: 14:00
LOCAL: Virtual
TITLE:

Sexual education for adolescents with intellectual disabilities: a historical-cultural approach.

KEY WORDS:

Intellectual Disability; Adolescence; Sexual Education; Historical-Cultural Theory; Inclusive Education.

PAGES: 272
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The production of knowledge on sexuality education for adolescents with intellectual disabilities is still scarce in Brazil. What is perceived is the understanding that the sexuality of these individuals is atypical: sometimes expressionless, sometimes uncivilized. Expressions of affection and sexuality in this population are marked by social discredit and represented by allegories that portray them as either asexual or hypersexual subjects. In contemporary Brazil, there are barriers (pedagogical and political) when it comes to issues involving sexuality education in schools, ranging from marginalization to complete absence. This issue is further exacerbated when it comes to structured sexuality education programs for students with disabilities. While such initiatives are rare and timid in regular education, they are completely neglected in special or inclusive education in all aspects. The lives of people with disabilities are characterized by limited access to dynamics that can broaden their experiences (with themselves and the world) and enrich their experiences (emotional, sexual, physical, etc.). Therefore, by denying sexuality education, we forfeit the realization of necessary knowledge for life. Based on this issue, we present as a thesis the defense that the assumptions of L.S. Vygotsky's Cultural-Historical Theory enable the proposition of sexuality education that encompasses the psychological specificities of adolescents with intellectual disabilities and facilitates their autonomous, free, and conscious expression of emotions and desires. Through a theoretical discussion supported by the scientific production of the CulturalHistorical Theory and Marxism, we demonstrate that limited access to sexuality education impoverishes the development of adolescents with intellectual disabilities and exacerbates vulnerabilities. We also highlight that the majority of available sexuality education formats for this population are based on reformist principles that contribute little to an emancipated and liberated experience of sexuality. The theoretical construction pursued in this thesis allows us to assert that Vygotsky's scientific heritage enables the composition of sexuality education for adolescents with intellectual disabilities that leads towards emancipation and conscious control of behavior. This can only be achieved through an educational format that considers compensatory mechanisms and aims to cultivate thinking through concepts linked to a new form of sociability based on collective and collaborative experiences.

COMMITTEE MEMBERS:
Externa à Instituição - ANELICE DA SILVA BATISTA - SEEDF
Externo à Instituição - AUGUSTO CHARAN ALVES BARBOSA GONCALVES - ESTÁCIO
Externa ao Programa - 1374571 - DANIELE NUNES HENRIQUE SILVA - nullExterna à Instituição - JOELMA CARVALHO VILAR - UFS
Presidente - 2223086 - PATRICIA LIMA MARTINS PEDERIVA