Letras, Sociología y Artes bajo la lupa de la ESI: (des) disciplinando la formación docente
Educación Sexual Integral (ESI) marked an indisputable turn in the ways of conceiving sexuality, and the place of the State and families in the education of children, the youths and adolescents in Argentina. The different educational levels have been questioned since the enactment of this regulation...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/7064 |
| Sumario: | Educación Sexual Integral (ESI) marked an indisputable turn in the ways of conceiving sexuality, and the place of the State and families in the education of children, the youths and adolescents in Argentina. The different educational levels have been questioned since the enactment of this regulation and teachereducation is no exception. In an uneven way, in the Institutos Superiores de Formación Docente (ISFD) ESI was incorporated in specific spaces, while in national universities and in university teaching staff its inclusion has become moreelusive. National regulations (Law 26.150/2006) do not include universities due to the academic autonomy they hold. However, the exemption from the obligation does not disqualify them from being incorporated into the program of study.Above all, taking into account that the graduates of university teaching staff have the responsibility of the exercise of teaching in areas of competence of the ESI.
In this sense, in this article we present the meeting and disagreement points in the forms of inclusion of ESI in teacher education in the careers of Art, Letters and Sociology in public (national) university institutions located in the CiudadAutónoma of Buenos Aires. In the three investigations that gave place to this results, a fundamentally qualitative methodology was utilized, which recovers the traditions of educational ethnography and grounded theory for the construction, analysis and processing of data. |
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