Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field

This article analyzes the positions of technical-teaching staff within Uruguay’s formal education system regarding Sexual Education (SE) during 2020-2024. Contrary to national history, it was the first time the Sexual Education Program remained in force under a government that was not its original p...

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Autores principales: Viscardi Etchart, Nilia, Habiaga, Verónica, Zunino, Malena
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
Sexual education
Uruguay
Teachers perceptions
Conservative turn
Educación sexual
Posiciones técnico docentes
Giro conservador
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17261
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-17261
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spelling I28-R262-article-172612026-01-06T13:25:20Z Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field Educación Sexual en Uruguay (2020-2024): Resistencias y puntos de fuga desde las posiciones técnico-docentes Viscardi Etchart, Nilia Habiaga, Verónica Zunino, Malena Sexual education Uruguay Teachers perceptions Conservative turn Educación sexual Uruguay Posiciones técnico docentes Giro conservador This article analyzes the positions of technical-teaching staff within Uruguay’s formal education system regarding Sexual Education (SE) during 2020-2024. Contrary to national history, it was the first time the Sexual Education Program remained in force under a government that was not its original promoter. To explore how SE is incorporated in this context and analyze technical-teaching positions, the article uses a qualitative methodology based on documentary analysis of the records from the Technical-Teaching Assemblies of three subsystems. Historical tradition shows that during the so-called progressive era, SE became established in the symbolic and discursive fields, although it faced social, political, and pedagogical resistances from various sectors. The rise of conservative governments during this period, along with the implementation of regressive and privatizing policies, dealt a severe blow to the systematization of SE. It is concluded that this can be understood as a cleavage that reveals both a greater capacity for institutional re-signification centered on teachers’ appropriation of SE and a challenge and tension regarding its continuity. El artículo analiza las posiciones técnico-docentes del sistema educativo formal uruguayo en torno a la Educación Sexual (ES) durante el período 2020-2024. A contrapelo de la historia nacional, fue la primera vez que el Programa de Educación Sexual continuó vigente bajo un gobierno que no fue su impulsor. Para reconstruir cómo se incorpora la ES en este contexto y analizar las posiciones técnico-docentes, el artículo adopta una metodología cualitativa basada en el análisis documental de los libros de las Asambleas Técnico Docentes de tres subsistemas. La tradición histórica muestra que en la denominada era progresista, la ES logró instalarse en el campo discursivo y simbólico, aunque ha sido caracterizada por resistencias sociales, políticas y pedagógicas provenientes de diversos ámbitos. El ascenso de los gobiernos conservadores en el período, con la implementación de un conjunto de políticas regresivas y privatizadoras significó un duro golpe al proceso de sistematización de la ES. Se concluye que esto puede entenderse como un clivaje que permite reconocer una mayor capacidad de resignificación institucional, centrada en la apropiación de la ES por los docentes, a la vez que implica un desafío y una tensión si se piensa en términos de continuidad. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17261 10.34096/iice.n58.17261 Revista del IICE; Núm. 58 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17261/15788 Derechos de autor 2025 Nilia Viscardi Etchart, Verónica Habiaga, Malena Zunino https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic Sexual education
Uruguay
Teachers perceptions
Conservative turn
Educación sexual
Uruguay
Posiciones técnico docentes
Giro conservador
spellingShingle Sexual education
Uruguay
Teachers perceptions
Conservative turn
Educación sexual
Uruguay
Posiciones técnico docentes
Giro conservador
Viscardi Etchart, Nilia
Habiaga, Verónica
Zunino, Malena
Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
topic_facet Sexual education
Uruguay
Teachers perceptions
Conservative turn
Educación sexual
Uruguay
Posiciones técnico docentes
Giro conservador
author Viscardi Etchart, Nilia
Habiaga, Verónica
Zunino, Malena
author_facet Viscardi Etchart, Nilia
Habiaga, Verónica
Zunino, Malena
author_sort Viscardi Etchart, Nilia
title Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
title_short Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
title_full Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
title_fullStr Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
title_full_unstemmed Sexual Education in Uruguay (2020–2024): Disputes, Tensions, and Institutional Reconfigurations from Within the Teaching Field
title_sort sexual education in uruguay (2020–2024): disputes, tensions, and institutional reconfigurations from within the teaching field
description This article analyzes the positions of technical-teaching staff within Uruguay’s formal education system regarding Sexual Education (SE) during 2020-2024. Contrary to national history, it was the first time the Sexual Education Program remained in force under a government that was not its original promoter. To explore how SE is incorporated in this context and analyze technical-teaching positions, the article uses a qualitative methodology based on documentary analysis of the records from the Technical-Teaching Assemblies of three subsystems. Historical tradition shows that during the so-called progressive era, SE became established in the symbolic and discursive fields, although it faced social, political, and pedagogical resistances from various sectors. The rise of conservative governments during this period, along with the implementation of regressive and privatizing policies, dealt a severe blow to the systematization of SE. It is concluded that this can be understood as a cleavage that reveals both a greater capacity for institutional re-signification centered on teachers’ appropriation of SE and a challenge and tension regarding its continuity.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17261
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first_indexed 2026-01-13T05:02:55Z
last_indexed 2026-01-13T05:02:55Z
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