Afecto, confianza y autoridad pedagógica en los procesos de transversalización de la Educación Sexual Integral en las escuelas en Argentina
Bibliographic Data
| ID | 3779989 |
|---|---|
| Authors | Guadalupe Romero (0000-0002-2538-7083, Consejo Nacional de Investigaciones Científicas y Técnicas, corresponding author) |
| Year | 2023 |
| Issue | 53 |
| Pages | 55-74 |
| Publication date | 2023-10-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Antípoda Revista de Antropología y Arqueología (JOURNAL) |
| Journal identifiers | ISSN: 2011-4273 • E-ISSN: 1900-5407 |
| Publisher | Universidad de los Andes (PUBLISHER • VE) |
| DOI | 10.7440/antipoda53.2023.03 |
| OpenAlex | W4387301255 |
| Language | ES |
| References cited | 6 |
The article explores a set of institutional dynamics that emerged in a secondary school in the city of La Plata, Argentina, following the creation and implementation of a specific curricular space for Comprehensive Sexual Education. This educational policy challenges traditional approaches to sexuality and gender in schools. The analysis is based on ethnographic research conducted in 2019, which included individual and group interviews with students, teachers, and management staff. The research also included participant observation of classes, events, and other school activities such as festivals, political demonstrations, and student center meetings. Content analysis was conducted on curricular programs, institutional documents, regulatory frameworks, and other texts considered relevant based on the research objectives. Unlike other works that focus solely on the curricular dimension, this study emphasizes the significance of intergenerational bonds of affection, trust, and pedagogical authority in the process of mainstreaming this policy. The article provides an opportunity to question a prevalent notion in schools that tends to frame a dilemma between creating a specific space for the implementation of this policy or mainstreaming it across various subjects. The analysis also highlights the pedagogical dimension concerning gender and sexuality throughout the entire school experience, not solely in relation to the content covered in sexual education classes. As such, it contributes to considering the importance of complementing the approach to Comprehensive Sexuality Education across different subjects in the school curriculum with an institutional mainstreaming of its focus, oriented to pedagogical intervention in the diverse dynamics and folds of the institutional fabric as a whole
Art · Humanities · Feminism, Gender, and Social Issues · Gender and Feminist Studies · Gender, Sexuality, and Education · Philosophy
| Citation velocity | historical |
|---|---|
| Highly cited | No |