Activity 1.1.2

In the previous dialogues, the aspects referring to sexuality were mentioned:
- sexuality commences with birth and ends with death;
- it is a function of the personality of men and women;
- sexuality includes how one feels about ones self;
- sexuality includes how one feels about being a man or a women;
- sexuality expresses itself in the way one establishes himself/ herself in the relationship with others of the some or different sex.

1. Describe examples of your daily life which indicate aspects of human sexuality.









2. Explain in what way are we considered sexual at birth.






3. Explain in your opinion how elderly people express their sexuality.






4. Indicate what type of messages you receive about sexuality regarding the following two points:

4.1. people of your age;





4.2. people of the age of your parents.

5. Expain how, in your opinion the definition of sexuality emerges regarding the following two points::

1.Now, lets discuss the various ways in which people demonstrate their intimacy and affection.

1.1. Describe examples which indicate aspects of human intimacy and affection in the various phases of the life cycle.

2. Complete the following table, indicating:

2.1. in the left hand column, the ages which correspond to the phases of life;
2.2. in the right hand column, the types of affection and intimacy which are considered appropriate for each phase of human life.

2.1.1. Children: up to age of _______	2.2.1
2.1.2. Young adolescents: between ______ and ______	2.2.2
2.1.3. Adolescents: between _______ and ______	2.2.3 ________________________________________________________________
2.1.4. Adults: between _______ and ______	2.2.4
2.1.5. Elderly people	2.2.5

Activity 1.1.4
Adapted from Sánchez (1995). Educación sexual de adolescentes y jóvenes. Madrid: Siglo Veintiuno de España Editores, S.A..

Think about how you felt and what you thought of when you were doing the previous activity (1.1.3).

Age:

Gender:

Profission:

Source: Zapian, Quintana, Fernandez (1997). Programa de Educación Afectivo-Sexual. Pais Vasco: Universidad del Pais Vasco/ Euskal Herriko Unibertsitatea.

Read the following statements and indicate with a circle around de number which best refers to your opinion, applying the scale provided bellow:

1 = Very much disagree with
2 = Disagree
3 = Indifferent
4 = Agree
5 = Very much agree with.

1 — Sexuality should be used only in procreation.	1	2	3	4	5
2 — Affection is very important in sexual communication.	1	2	3	4	5
3 — Sexuality is only for married individuals.	1	2	3	4	5
4 — Young people like you should speak openly about sexuality.	1	2	3	4	5
5 — You should not speak about sexuality to everyone.	1	2	3	4	5
6 — Homossexuality is a form of sexuality like any other.	1	2	3	4	5
7 — Adults should not speak about sexuality.	1	2	3	4	5
8 — People should demonstrate their sexuality whenever they wish as long as it doesn’t negatively affect others.	1	2	3	4	5
9 — Those involved in sexual relationships should be concerned with their own pleasure and not that of their partner.	1	2	3	4	5
10 — Masturbation is a form of pleasure just like any other.	1	2	3	4	5
11 — Sexuality for women is not very important because they do not have sexual necessities and desires.	1	2	3	4	5
12 — Sexuality can be expressed with all parts of the body.	1	2	3	4	5
13 — In sexual relationships, people should not tell their partner what he or she is enjoying in order to increase the pleasure.	1	2	3	4	5

The expression sexuality, is generally used to refer to sexual relationships. If this were true men and women would only have sexuality when participating in sexual acts and during the rest of the time, would not have any type of sexuality, meaning that would be considered asexual (without any type of sexual interest or sexual characteristics)! In reality, sexuality refers to the person as a whole, which includes personality and not only genitalia. From this point of view, sexuality includes at least four biological, psychological, cultural and ethical dimensions.

Each of the aspects mentioned bellow, are included in one of the above mentioned dimensions of sexuality. When one of your classmates reads one of these aspects, proceed to the area of the room where that dimension is indicated one the wall.

Aspects which are included in the four dimensions of our sexuality 1 — Information and entertainment acquired from the media, such as: news programmes, debates, films, soap operas, etc.). 2 — The law referring to abortion, sexual abuse, etc.. 3 — Advertising. 4 — Friends. 5 — Physical appearance. 6 — Attitudes learned from others. 7 — Behaviour patterns learned from others. 8 — Marriage. 9 — Houses of worship. 10 — Grouth and development. 11 — Birth control 12 — Religion 13 — Sexual awakening and sexual response. 14 — Emotions. 15 — The school. 16 — The experience of life. 17 — Our personal form of expression. 18 — The family 19 — Our ideals 20 — Our motivations 21 — Dating 22 — Our moral opinions and actions. 23 — Self-concepts 24 — Reproduction 25 — Our personal values. 26 — What our neighbours think and do 27 — Our customs and habits.

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Attach here on the wall BIOLOGICAL DIMENSION

Attach here on the wall PSYCHOLOGICAL DIMENSION

1 — Choose an old Portuguese film and a recent soap opera or film and analyse them applying the following guide mentioned below.

Guide to analyse the films 1 — What objects identify the people involved in the film? (e.g. name brand clothes, expensive cars, big and beautiful homes, etc.) 2 — What type of body image and personality features (e.g. kindness, selfishness, loyalty, faithfulness, submissiveness or authoritarianism, etc) do people have? 3 — What kind of communication is established between those involved in the films? (passive, aggressive or assertive communication) 4 — Would you consider the language used as being very simple or more correct? 5 — What is the social role which each of the participants in the film carry out? (Being a good professional, doing house work, caring for children or economic decision making, etc.) 6 — What values do the parents give to their children and what values exist in the children themselves? (Are there any special values found in a traditional family or in a mono-parental family? Do they feel it is correct to have sexual relationships in adolescence, in adulthood or only after marriage? Only discussing sexuality in adolescence or adulthood? Only discussing sexuality with parents, boy/ girlfriend or with others? Etc.) 7 — What sexual behaviours are demonstrated by adults and by adolescents? 8 — What type of intimacy and expressions of love and affection appear in adults and in adolescents? 9 — If any examples of jealousy or excessive dependency appear in couple, describe how those feelings affect the relationship. 10 — If only scenes of affection and intimacy, and dialogue are shown within the couple, describe how they affect the relationship.

2 — With your classmates, compare an old Portuguese film with a new film or soap opera which you have already analysed and prepare a report which refers to the differences found regarding the following aspects:

2.1 — Male/ female beauty model roles;
2.2 — Male/ female stereotypes;
2.3 — Transmited sexual values;
2.4 — Sexist or discriminative actions or attitudes directed towards men or women. Explain why they exist;
2.5 — Indicate what other aspects of sexuality can be found in films of each era;
2.6 — Describe what you would change in each film;
2.7 — In your opinion, explain why so much sex is shown in films;
2.8 — Discuss what influences the films or soap operas which you normally watch, have on you and others of your age.

Activity 1.4.2

1 — Form a joint partnership through the Forum in this site, with a foreign school you know. It is possible to create a Forum only for your class and your partner school. Think whether you have family abroad who would like to work with you on this theme.
You could ask your English or French teacher to help you establish contacts.
2 — Ask your colleagues from other countries to complete the previous activity (1.4.1) using films from their countries.
3 — In the Forum for students- Youth in Action discuss your work and various interpretations of Portuguese films and the work and ideas of your foreign colleagues.

Activity 1.4.3

Discuss the following texts which refer to the different aspects of sexuality of different cultures.
Source: Zapian, Quintana, Fernandez (1997). Programa de Educación Afectivo-Sexual. Pais Vasco: Universidad del Pais Vasco/ Euskal Herriko Unibertsitatea.

Sexuality in different cultures 1 — The people of Tonga and Bali consider the mouth as a dangerous organ, which is used to chew and bite, but not to demonstrate affection. These groups are more inclined to turn the face away. (Ford y Beach, 1951). 2 — Certain African tribes, such as the Masai and the Kipsigis, consider that pregnancy before marriage gives value to the single girl, and at same time gives rights to her future husband regarding the parenthood of her child in marriage. This in return economically benefits both parents. (Paige y Paige, 1981). 3 — The Mangayos of Polynesia have sex twenty times a week when reaching the age of eighteen yet this frequency diminishes to two or three times a week upon reaching the age of forty-five. (Marshall, 1971).

1 — Localize on a map, the islands described in then above texts.
2 — Collect historic data about the sexuality of these people and discuss other customs of these people.
3 — Explain the differences encountered and compare them with your society.

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The aim of this activity is to evaluate your feelings and ideas about sexuality after studying this theme.
The statements mentioned below refer to the various aspects of sexuality which could be considered a source of curiosity for you in the previous activities, when comparing your initial ideas with new ideas that you are constructing with your colleagues while investigating the theme.

1 — Read the following affirmations and indicate with a circle, your opinion regarding each one, applying the key shown below:

2 — Share your opinions and reflect on them when you hear your colleagues points of views. When hearing your classmate reading each one of the above affirmations, move to the corner of the room which represents your opinion of: agree, disagree or undecided. Defend your point of view, listen to the ideas of others and if you change your point of view change your position in the room.

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Attach here on the wall AGREE

Attach here on the wall DISAGREE

(return)