SEX AND DISABILITY: SEXUAL EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES ACCORDING TO THEIR TEACHERS

Working on topics related to sexual education for individuals with intellectual disabilities is necessary; however, many professionals who work with this population may find it challenging. This research aimed to explore the discourses on intellectual disability, sex, and sexuality of teachers working in special education. Semi-structured interviews were conducted with five teachers in the field. This material was qualitatively analyzed using Foucault's genealogy. The results showed that teachers engage in basic guidance activities with their students, avoiding complex topics such as sexual violence. Most teachers are surprised by their students' sexual expressions, subjecting them to an elaborate body surveillance and control system. It was found that sexual education takes place alongside the punishment and vigilance of the body. Teacher training programs are needed to deconstruct prejudices and develop respectful and empowering sexual education projects.