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: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17261 |
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| Sumario: | 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. |
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