Television is a powerful media device and works not only as a store of desire and entertainment, but also as a great normative institution which reinforces conservative theses present in the social and cultural imaginary, because the communicators are human beings, always sexed and also fruits of a constant sexual miseducation in our society, reproducing many times, the same pattern and, institutionalizing the truths that are perpetuated from the statements inculcated by the expressions of normative institutions, just as are the media in their television productions (Vilaça et al., 2018). Television is a vehicle that has revolutionized communication, capable of arousing feelings and stimulating affection, anger, sadness and joy through images, narratives and sounds elaborated for this purpose, the messages sent by its programs are quick and easy to understand and conquer the viewer with a simple language that translates dynamism, reaching the subjective, presenting modes of conduct and spreading ideologies (Bucci, 1997; Costa, 2013). Fischer (2002) discusses this concept of media as a pedagogical device, based on Foucault's concept of a sexuality device and modes of subjectivation. Foucault's sexuality device consists of a relationship of forces between power and resistance forces that becomes a strategy of management and control of the body and ways of being, and control of populations (Foucault, 1999). Foucault (1984) associates sexuality with a historical device, constituted as a discursive-institutional creation, with the function of execution and control of individuals and populations. In his perspective, the estimation of bodies, the intensification of pleasures, the formation of knowledge, the controls and resistances are linked to each other according to the great strategies of 'knowing' and 'power' that act on bodies and populations and produce norms and ways of life. In this sense, the sexuality device can be established between what is said and not said including discourses, institutions, architectural organizations, regulatory decisions, laws, administrative measures, scientific, philosophical and moral statements and philanthropic propositions (Louro, 2003, 2008).

Therefore, this paper aims: 1) to characterize teachers' perceptions on the potentials of the topics developed in a workshop to plan, implement and evaluate a school sexuality education (SE) intervention using a soap opera as a pedagogical device; 2) to describe the type of SE interventions to be carried out.

Research design This study is a participatory action-research which commenced with a previously validated exploratory semi-structured interview, applied to teachers interested in attending the in-service teacher training workshop in sexuality education (N=30). The results obtained were used to plan the workshop (25 hours, face-to-face and 25 hours in the school context), which was organized into four main topics: paradigms of SE and participatory and action-oriented SE projects; sexual rights as human rights; the Gabriela soap opera as a political and educational device; and planning the school-based SE project and its pedagogical supervision. During this training, teachers were organised in small groups of the same school (N=8), and at the end of the formation they planned the SE intervention to be developed, including the selection of the soap opera characters they wanted to explore pedagogically. Throughout these two phases, data were collected through the teachers' and researchers’ journals, the documents produced by teachers and students, and a final semi-structured interview and a follow-up interview applied to teachers. Participants The criteria for the selection of teachers to participate in this study were: i) they voluntarily decide to participate in the initial exploratory interview; ii) they want to participate with other teachers of the same school in the in-service teacher training Workshop; iii) to be teachers from the 7th to 12th grades; iv) they voluntarily decide to participate anonymously in all phases of this research, with the guarantee of being able to resign from the project, at any stage, without any type of repercussions. Thirty teachers, teaching different school subjects from two preparatory (A and B) and two secondary schools (C and D) participated voluntarily in this study. Characterization of the in-service teacher training methodology The workshop (25 hours, face-to-face and 25 hours in the school context), based on the analysis of the results obtained in a previous exploratory semi-structured interview, was organized into five face-to-face sessions focused on the following four main topics: the paradigms of sexuality education; sexual rights as human rights; the Gabriela 2012 soap opera as a political and educational device; and planning the school-based sexuality ed ucation project and its pedagogical supervision.

The teachers involved in the in-service teacher training and education workshop perceived the soap opera as a political and educational device in sexuality education, emphasizing their role in the construction of a critical understanding of the historical and cultural influence in the construction of gender and sexual identities, and in the ways of experiencing sexuality. It was observed that all groups of teachers considered that the biggest pedagogic potential of this soap opera was to promote students’ (de) construction of gender and sexual identities stereotypes. However, its potential to promote critical reflection on domestic and dating violence and strategies to prevent them, advocating sexual rights as human rights, understanding historical and social construction of norms regarding sexuality and factors which contribute to healthy love and interpersonal relationships were also recognized. It was also observed that although all these teachers had been encouraged to implement action-oriented projects with the use of soap opera as a pedagogical device as the most adequate methodology for SE, only teachers from preparatory schools had conditions to use action-oriented projects. In addition, data show that with this in-service teacher training and information workshop, if the curriculum of schools has the necessary conditions, teachers are able to plan, carry out and evaluate participatory and action-oriented projects with the use of soap operas as a pedagogical device. Therefore, this study has great importance as it contributes to increasing the evidences regarding the potentials of the in-service teacher training workshop to develop action-oriented projects, and the use soap operas as a political and educational device in sexuality education.

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