Comprehensive Sexual Education in Chile: Barriers and Opportunities to Implement Educational Programmes
The scientific literature has emphasised the importance of addressing comprehensive sexuality education (CSE) in formal educational settings. In the last decade, several legal norms have been developed that promote the implementation of CSE programmes in Chile. However, there are still difficulties...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/25255 |
| Acceso en línea: | http://hdl.handle.net/10256/25255 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació sexual -- Xile Sex instruction -- Chile Educadors sexuals -- Xile Sex educators -- Chile Feminisme i educació -- Xile Feminism and education -- Chile |
| Sumario: | The scientific literature has emphasised the importance of addressing comprehensive sexuality education (CSE) in formal educational settings. In the last decade, several legal norms have been developed that promote the implementation of CSE programmes in Chile. However, there are still difficulties in guaranteeing the right to CSE in Chilean educational establishments. The aim of this study is to identify the existing barriers through the perspective of management teams from different schools. In addition, we have incorporated the perspective of teachers who are active in feminist groups, because for years they have been promoting a discourse in favour of CSE. This has allowed us to identify opportunities that favour the sexual health of children and young people in the country. This research is an exploratory study using qualitative methods, in which 30 education professionals, 15 managers and 15 feminist teachers were interviewed. It can be concluded that CSE plans constantly face internal barriers from teachers and management teams. Many of these difficulties are associated with the ideologies and beliefs of the professional teams, but also with external pressures from families and ideological groups |
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