Described students with intellectual disabilities (ID): the permissions of their sexual expressions at school and the existential representations of their teachers

Abstract

This text aims to describe and analyze some Existential Representations / RE (PINEL, 2012; 2018) of 07 (seven) teachers from a public school in Espírito Santo about the sexuality of their young students with intellectual disabilities. For this, we supported ourselves in the phenomenological-existential method and the production of data happened in two moments: in the first, the participants answered on a sheet of paper how they perceived the sexuality of a student described with Intellectual Disability. In the second, and based on the responses, individual conversations were held with each of them. Intellectual Disability (ID) and young people's sexuality have been recognized as experiences with which teachers and educators can reveal difficulties in dealing in the school classroom, as well as the non-school one. Such problems of the masters can be some of the impediments to effectively promote inclusion. In general, the responses given by the teachers were rigid, placing the student with ID at the extremes of being either asexual or hypersexuited. It is worth mentioning that one of the professionals recognized sexuality as something common to human beings and part of each person's development.