Communication aims the discussion of some ideas built on the interaction with various actors in the formal and informal education under the research developed at the Center for Educational Research and Intervention (CIIE), Faculty of Psychology and Educational Sciences, University of Porto, on the Project "Sexuality, Youth Adolescent Pregnancy and the Northwest of Portugal", funded by the Foundation for Science and Technology (FCT). This research has been guided by contemporary theoretical debates on the regulation of sexuality and intimacy (Plummer 2003, Lees 2000). The goal is, therefore, to capture and understand how sexualities are being experienced and faced by youth, including power and gender relationships among peers within the educational institutions. Therefore, the perspectives of young people about naturalized questions on the normative sexualities (ideology and surveillance of compulsory heterosexuality) and marked sexualities, sex education, adolescent pregnancy... are centrally focused in order to understand how sexuality (and its study) is an important part of the educational issues and democratic debates (see Lees, 2000, Epstein, O’Flynn and Telford, 2003, Rogow and Haberland, 2005). By framing this type of communication there is a concern: to discuss how sexualities and sex education are regulated and worked by teachers in the school context, communities and families, while part of the educational curriculum of the school body in its relations with the communities (Gordon Holland, Lahelma 2000, Almeida, Vilar, André, Lalanda2004). In fact, for a very long time, little or no attention has been paid to sex education in schools in Portugal and, when it did, the concern has been more on punitive curriculum, resulting in moral panic, generalized, sexist and homophobic concerns, rather than on attempting to obtain a political education for/in full citizenship, or the health and sexual welfare of students (Fonseca, 2006, 2009, Aapola, Gonick, Harris, 2005). More recently, there have been initiatives emerging in the most concerted public schools, which materialize in initiatives taken by some teachers, but often isolated in the school context, that translate into approaching, listening and caring for young people in order to clarify their doubts and attend their genuine concerns. However, such practices seem to be turning into important pedagogical and educational devices, which need to be seen and interpreted as being part of an exciting agenda, aiming an educational citizenship based on equality as a primary condition.

This paper focuses on the analysis of empirical information collected from schools, through Focus Groups Discussion (Kitzinger and Barbour 1999). Through Focus Groups Discussion we have been trying to understand how the social and cultural knowledge and their meanings are produced within the group. In other words, the way people articulate and justify their ideas in their relationship with others. There is a focus on understanding how questions are generated and on the peer knowledge (in the relationship with the Educator / Teacher). In the universe of this study there were 27 Focus Group, around 135 youth people participated from 14 schools.

We expected to achieve to find educational theories interesting and heuristics to capture the experiences, thoughts and believes of young people and professionals working in the field and also produce knowledge about the sexual, intimate and relational practices that often precede the processes of adolescent pregnancy and parenting and the role of education in all of this.