Integral sex education and the gender perspective in teacher education an indispensable conjunction for critical and feminist pedagogy

Abstract

This work dialogues between the theorical and methodological debates that comes across de implementation of the Integral Sex Education (ESI) and the gender perspective and in the teacher formation in the Primary Education. The research addressed as a case study the teaching experience of the curricular space called Seminar on Sexuality and Gender that was developed, from 2011 to 2018, at the Institute of Continued Teacher Education (IFDC) of San Carlos de Bariloche. The space challenged trainers and students to deconstruct binary, sexist, patriarchal and heteronormative matrix and stereotypes that condition and still inhabit educational institutions. It is a responsibility of teachers to train in ESI from a gender perspective and it is a duty of the State to guarantee its full implementation because it is urgent that the rights of children and young people are fullfilled in that regard. In the present, revisiting our assumptions to teach sexuality with an integral approach privileging the gender perspective is a path that we are traveling with ups ups and downs. In this sense, the teacher training experience presented in the article constitutes a significant step in the journey for critical pedagogy and feminist narrative.