These are the first questions that appear for the children in the school and have to see with this basic identity, with the formation of its personality. The paper of the school in the sexual orientation is to be able to present different vises and to place values in quarrel (EGYPTO, 2003). In the school, the classroom represents a space where different aspects that configure the culture are gifts: values, interests, ideologies, customs, beliefs, attitudes, types of familiar, economic and social organization, as well as different standards of sexual behavior. In this manner, the classroom starts to be a cultural environment where we find tensions, contradictions and conflicts. Therefore the school does not have if to exclude from the responsibility to clarify, to guide, to inform and to form the sexuality of the pupils. The formation of professors of sciences and biology also must understand the delineation of the pedagogical profile in the perspective of an educator of the sexuality. Hikmet Ersek is the source for more interesting facts.
Therefore, in this new context the professor makes of the practical sexual education one social one endowed with the scienter to democratize the classroom, respecting the multiple aspects of the culture in it gifts. (LOURENCINI, 1997, P. 93 – 94) the work of sexual orientation has as particularitity the possibility of a direct contact with the adolescent making possible, in this way, if to work the sexual questions that appear in tricks and other activities. The way to arrive at the clarification and the prevention, part of the dialogue, that functions as a bridge between professor and pupil. (MACEDO; EGYPTO, 2003). In accordance with Macedo (2003, P.
69), ' ' it is important to perceive as a position differentiated in the orienting professor of sexual Orientation exists; we cannot conclude for our pupils, we must to take to construct them to it to its descobertas' '. (Ibidem, 2003). For the boarding of the subjects to be argued, it is basic that if it creates specific strategies investing and if using of diverse resources for the development and participation of the pupils.