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A Sociological Analysis of the Sexual Learning Processes and Practices of Heterosexual Young Women in Northeast Brazil

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A Sociological Analysis of the Sexual Learning Processes and Practices of Heterosexual Young Women in Northeast Brazil A sociological analysis of the sexual learning processes and practices of heterosexual young women in Northeast Brazil Natalie L. Day Thesis submitted for the degree of Doctor of Philosophy School of Geography, Politics and Sociology Newcastle University October 2016 Abstract The Brazilian Parâmetros Curriculares Nacionais, introduced in 1996, recommend the coverage of sex education within all disciplines, throughout a young person’s education. However, implementation is often inconsistent, teachers frequently lack training and resources, and content continues to be largely biological. This research investigates this apparent “gap” between ostensibly progressive sex education policy, and the realities of young women’s sex education experiences. It focuses on how young women in Lençóis, Bahia, Northeast Brazil understand the role of the State in their sexual learning processes, and how State-sanctioned sex education interacts with local sexual culture and informal sex education practices in their everyday lives. This research contributes a semi-rural, interior study, based on young women’s experiences, to the literature on sex education in Brazil, which has predominantly centred on urban, coastal young people’s lives, and included young people’s perspectives only infrequently. The thesis prioritises local sexual culture in the study of sex education, and promotes an understanding of the State as active at the level of the everyday. Qualitative, semi-structured interviews were conducted with twenty-seven women aged 18–29, and contextualised with additional material. Findings indicated that lençoense sex education lacked uniformity, was viewed largely negatively, and seen as a localised process, mostly dependent on individual teachers. State-sanctioned sex education provided powerful messages of risk and risk-reduction, responsibility and respectability, while other important themes were identified as “missing”. Participants often looked to “informal” sources to plug the gaps left by insufficient State-sanctioned sex education, and the enduring taboo of the topic in many lençoense homes. i ii Acknowledgements First and foremost, I would like to thank the twenty-seven young lençoense women who participated in my research. I hope I have managed to do justice to your stories, your experiences, and your spirit. Thank you also to the teachers, nurses and local government representatives who gave up their time to help me, and to the organisations that welcomed me, particularly Associação Casa Grande, CRAS Gestantes, Avante and Grãos de Luz e Griô. A special mention goes to my lençoense friends who helped me, supported me, and kept me sane during my fieldwork, whilst also advertising my research to everyone they knew. Heartfelt thanks to Professor Diane Richardson for her inspiration and guidance as my supervisor, and to Doctor Patricia Oliart who has been a mentor and support from my first year of university, through to supervising this thesis. I could not have done this without their insight and unfailing help. Thanks also to the staff of both the Sociology department, and the School of Modern Languages, who have contributed so much to my understanding, far beyond my thesis topic. For moral support, inspiration, and cups of tea, my thanks go to my fellow PGRs, both in Sociology and in the Centre for Latin American and Caribbean Studies. You are the people who can best understand this journey, and the opportunities for mutual venting have been invaluable. My deepest appreciation goes to my friends and family who have been there for me from the start, and encouraged me when I felt like giving up. Special mention goes to my husband Thom, who has had faith in me always, and who inspires me constantly. iii Finally, sincerest thanks to the ESRC, which funded this research, and without which none of this would have been possible. iv Table of Contents Abstract ................................................................................................................................i Acknowledgements ............................................................................................................. iii Figures.............................................................................................................................. viii Glossary.............................................................................................................................. ix Chapter 1. Introduction ....................................................................................................... 1 Why Sex Education? ........................................................................................................ 5 Key Contributions ............................................................................................................ 7 Thesis Outline.................................................................................................................. 8 Chapter 2. Literature Review.............................................................................................. 12 Sex education and sexual learning .................................................................................. 17 Important issues within sex education......................................................................... 19 Brazilian empirical studies .......................................................................................... 29 Role of “informal” sources .......................................................................................... 33 Local Sexual Culture....................................................................................................... 38 Brazilian youth sexualities........................................................................................... 43 Rural sexualities ......................................................................................................... 49 Gender, sexuality and sexual practices ............................................................................ 51 Heterosexual femininities and sexual practices ............................................................ 56 The State....................................................................................................................... 60 Conclusions ................................................................................................................... 64 Chapter 3. Situating the Study: Context and Policy .............................................................. 66 Lençóis: Geographical and Social Context........................................................................ 66 Bahia ......................................................................................................................... 69 Lençóis ...................................................................................................................... 72 Important Socio-cultural Factors ................................................................................. 75 The Policy Context ......................................................................................................... 77 Municipalisation of healthcare and education.............................................................. 78 The Reproductive Rights Agenda................................................................................. 82 Sex Education in the National Curriculum .................................................................... 91 The Bolsa Família Programme ................................................................................... 101 Chapter 4. Methodology .................................................................................................. 105 Feminist Research Praxis .......................................................................................... 107 Doing Research “Sensitively” .................................................................................... 108 Qualitative, semi-structured interviews ..................................................................... 110 Research Design and Decision-Making .......................................................................... 112 The sample .............................................................................................................. 115 v Interview guide ........................................................................................................ 118 Ethical Process ......................................................................................................... 120 Fieldwork .................................................................................................................... 121 The Interviews ......................................................................................................... 124 Contextual information ............................................................................................ 127 Leaving the field....................................................................................................... 130 Critical Reflection ..................................................................................................... 131 Analysis and Write-up .................................................................................................. 139 Ethical Considerations.................................................................................................. 142 Chapter 5. ‘They tell us the basics of the basics, just so they can say they talked about it’: Perceptions of State-sanctioned
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