Sexuality and learning theories: A review of approaches used in science teaching

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Published: 03-02-2026
DOI: https://doi.org/10.24840/esc.vi73.1825
Keywords:
science education, sexuality, learning theories, teacher training

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Arthur Sousa dos Santos
Federal University of the South and Southeast of Pará – UNIFESSPA
Prof.ª Dr.ª Camila M. Sitiko
Universidade Tecnológica Federal do Paraná
https://orcid.org/0000-0003-4620-1388
Prof. Dr. José Sávio Bicho de Oliveira
Federal University of the South and Southeast of Pará – UNIFESSPA
Prof. Dr. Normando José Queiroz Viana
Federal University of the South and Southeast of Pará – UNIFESSPA

Abstract

This study aimed to analyse national research on the approach to sexuality in science education, identifying the learning theories underlying pedagogical strategies and discussing implications for teaching practice. A systematic literature review was conducted in the CAPES Journal Portal database, using the descriptors “science teaching,” “sexuality,” and “teaching approaches”. Articles published between 2019 and 2024 were selected, following predefined inclusion/exclusion criteria. Fifteen papers comprised the corpus of analysis. Three main thematic axes were identified: the influence of teaching materials; the impacts of LGBTphobia in the school environment; and the role of curriculum and teacher training. The most frequent learning theories were humanistic, followed by cognitivist and behaviourist. Humanistic and cognitivist theories are more aligned with an inclusive approach to sexuality, valuing subjectivity and the sociocultural context. However, challenges persist, such as inadequate teacher training, the influence of restrictive curricular documents, and LGBTphobia. It is recommended that pedagogical strategies be developed that integrate sexual diversity and learning theories, aiming for a more critical and inclusive science education.

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2026: Online first

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ARTICLES | Open call
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Author Biographies

Arthur Sousa dos Santos, Federal University of the South and Southeast of Pará – UNIFESSPA

Bachelor's degree in Natural Sciences from the Federal University of Southern and Southeastern Pará (UNIFESSPA), from 2018 to 2023. Currently pursuing a Master’s degree in the Graduate Program in Science and Mathematics Education at the Federal University of Southern and Southeastern Pará (UNIFESSPA). Former scholarship holder in the Teaching Initiation Program (PIBID) from 2020 to 2022. Participated as a monitor in the Project for Monitoring in Organization and Management of Education (2020). Main areas of interest include: epistemology of knowledge, continuing teacher education, microbiology, science education, pollution, project-based methodologies, and sexuality.

Prof.ª Dr.ª Camila M. Sitiko , Universidade Tecnológica Federal do Paraná

She is an Assistant Professor A at the Federal University of Technology – Paraná (UTFPR), Campo Mourão campus. Coordinator of the extension project Clube das EstrELAS: Elas na Astronomia, in which she is also an extension scholarship holder through Itaipu Parquetec. Coordinator of the research group CEFEIDAS. She is a permanent faculty member in the National Professional Master’s Program in Physics Teaching – Campo Mourão center. She holds a Ph.D. in Science Teaching and Mathematics Education from the State University of Londrina, with a focus on History and Philosophy of Science. She also holds a Master’s degree in Physics from the same university, specializing in Stellar Astrophysics. She earned her undergraduate degree in Physics Education from the State University of Central-West Paraná. Her research areas include Astronomy Education, History, Philosophy, and Sociology of Science, with a particular emphasis on women's participation in science, non-formal learning environments, and active teaching and learning methodologies.

Prof. Dr. José Sávio Bicho de Oliveira, Federal University of the South and Southeast of Pará – UNIFESSPA

Ph.D. in Science and Mathematics Education from the Amazon Network for Science and Mathematics Education (REAMEC/UFMT/UFPA/UEA), Master's degree in Science and Mathematics Education (concentration area: Mathematics Education) from the Federal University of Pará (UFPA), Bachelor's degree in Mathematics from the State University of Pará (UEPA), and Specialist in Distance Education and New Technologies from the Educational College of Lapa (FAEL).

Prof. Dr. Normando José Queiroz Viana, Federal University of the South and Southeast of Pará – UNIFESSPA

He is an Associate Professor III in the Psychology undergraduate program at the Federal University of Southern and Southeastern Pará (UNIFESSPA); a postdoctoral fellow in the Anthropology of Emotions at the Interdisciplinary Centre for Social Sciences – CRIA, at the University Institute of Lisbon (ISCTE-IUL), Portugal (2021–2022); holds a Ph.D. in Cognitive Psychology from the Federal University of Pernambuco (UFPE, 2016), with a sandwich Ph.D. period abroad (CRIA/ISCTE-IUL), funded by a CAPES scholarship; a Master’s degree in Psychology from UFPE (2010); a specialization in Social and Community Psychology from Faculdade Frassinetti do Recife (FAFIRE, 2004); and a Bachelor’s degree in Psychology from the Faculty of Human Sciences of Olinda (FACHO, 2000). He has experience in the field, with emphasis on social cognition and social and community psychology, working mainly on the following topics: consciousness, self-concept, emotions, sexuality, and the psychologist’s role in the National Social Assistance Policy.

How to Cite

Santos , A. S. dos ., Sitko, C. M., Oliveira, J. S. B. de ., & Viana, . N. J. Q. (2026). Sexuality and learning theories: A review of approaches used in science teaching. Educação, Sociedade & Culturas. https://doi.org/10.24840/esc.vi73.1825

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