EDUCAÇÃO SEXUAL NA ESCOLA: ENTRE A PSICANÁLISE E A EMANCIPAÇÃO

This article analyzes the challenges and potentialities of sex education in the Brazilian school context, articulating contributions from Freudian psychoanalysis with critical and emancipatory educational approaches. The study discusses the implementation of sex education in educational policies, from the National Curriculum Parameters (PCN) of 1997 to current political and ideological disputes that shape contemporary education. It highlights the need to overcome reductionist conceptions that limit sexuality to purely biological, hygienist, or preventive aspects, neglecting its subjective, affective, social, and historical dimensions. Psychoanalysis is used as a theoretical framework to understand sexuality as a constitutive element of human subjectivity, as evidenced by Freud’s theory of infantile sexuality (1905/2016). The study concludes that critical sex education should promote autonomy, reflective thinking, and the confrontation of social taboos, while also requiring consistent investment in teacher education. The school is defended as a privileged space of resistance to neoliberal and conservative logics, capable of integrating affective, political, and historical dimensions of sexuality into the educational process.