Search

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. [ABSTRACT FROM AUTHOR]

The article explores the importance of considering "gender regimes" as strategic enclaves in the processes of mainstreaming comprehensive sex education policies in high school. The analysis is based on a diverse set of empirical data constructed in an ethnographic investigation carried out between 2017 and 2018 in a high school in Gran La Plata, Argentina. From the description of a gender regime called "virile" and within the framework of an institutional culture characterized as "normative", the paper reveals some limitations of a way of mainstreaming comprehensive sex education that here is called "curricular" and it offers some clues to consider in which ways an approach that considers the totality of institutional dynamics in their pedagogical dimension could enhance the scope of a policy aimed at combating gender inequalities. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interdisciplinaria de Estudios de Género de El Colegio de México is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)