Entramando los puentes de la ESI en la Formación Docente
Comprehensive Sexuality Education (CSE) has been and continues to be one of the central axis in the debates on educational policies and in the practices related to the pedagogical task, in educational institutions of all levels and modalities. The media, families and collectives of both teachers and...
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| Formato: | Online |
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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/7078 |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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R-88 |
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spa |
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Online |
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Valdez, Clelia |
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Valdez, Clelia Entramando los puentes de la ESI en la Formación Docente Teacher education Comprehensive sexuality education pedagogical strategies teaching practice collaborative learning formación docente educación sexual integral estrategias pedagógicas práctica docente aprendizajes colaborativos formação de professores educação sexual integral estratégias pedagógicas prática docente aprendizagem colaborativa |
| author_facet |
Valdez, Clelia |
| author_sort |
Valdez, Clelia |
| title |
Entramando los puentes de la ESI en la Formación Docente |
| title_short |
Entramando los puentes de la ESI en la Formación Docente |
| title_full |
Entramando los puentes de la ESI en la Formación Docente |
| title_fullStr |
Entramando los puentes de la ESI en la Formación Docente |
| title_full_unstemmed |
Entramando los puentes de la ESI en la Formación Docente |
| title_sort |
intertwining the bridges of esi in teacher education |
| description |
Comprehensive Sexuality Education (CSE) has been and continues to be one of the central axis in the debates on educational policies and in the practices related to the pedagogical task, in educational institutions of all levels and modalities.
The media, families and collectives of both teachers and students raise several questions and express demands in this regard. Despite the systematic expansion and recognition of rights in our national legislation, which has enriched andexpanded its contents, even in 2023, CSE continues to be one of the challenges of the educational agenda.
CSE constantly challenges our practices regarding teacher education and demands the construction of discourses and pedagogical strategies on sexuality, rooted in human rights, which ensure the possibility of accessing other rights in equality: to health, to information, to care for one's own body and to make informed and freedecisions about our sexual and reproductive rights.
This article tries to recover and re-signify a pedagogical experience in teacher education, specifically in the Professional Teaching Practice of Primary Education teachers. In this instance, the challenge raised by the articulated, transversed and integral implementation of CSE is shown with various subjects, rethinking other ways of building teaching and learning processes in relation to the education of future teachers at the primary level.
From this experience, the students begin to collectively think about a school-based way to approach CSE in elementary school.
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| publisher |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación |
| publishDate |
2023 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/7078 |
| topic |
Teacher education Comprehensive sexuality education pedagogical strategies teaching practice collaborative learning formación docente educación sexual integral estrategias pedagógicas práctica docente aprendizajes colaborativos formação de professores educação sexual integral estratégias pedagógicas prática docente aprendizagem colaborativa |
| topic_facet |
Teacher education Comprehensive sexuality education pedagogical strategies teaching practice collaborative learning formación docente educación sexual integral estrategias pedagógicas práctica docente aprendizajes colaborativos formação de professores educação sexual integral estratégias pedagógicas prática docente aprendizagem colaborativa |
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AT valdezclelia intertwiningthebridgesofesiinteachereducation AT valdezclelia entramandolospuentesdelaesienlaformaciondocente AT valdezclelia tecendoaspontesdaesinaformacaodeprofessores |
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1800220548905566208 |
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I11-R88article-70782023-12-15T15:11:53Z Intertwining the bridges of ESI in Teacher Education Entramando los puentes de la ESI en la Formación Docente Tecendo as pontes da ESI na Formação de Professores Valdez, Clelia Teacher education Comprehensive sexuality education pedagogical strategies teaching practice collaborative learning formación docente educación sexual integral estrategias pedagógicas práctica docente aprendizajes colaborativos formação de professores educação sexual integral estratégias pedagógicas prática docente aprendizagem colaborativa Comprehensive Sexuality Education (CSE) has been and continues to be one of the central axis in the debates on educational policies and in the practices related to the pedagogical task, in educational institutions of all levels and modalities. The media, families and collectives of both teachers and students raise several questions and express demands in this regard. Despite the systematic expansion and recognition of rights in our national legislation, which has enriched andexpanded its contents, even in 2023, CSE continues to be one of the challenges of the educational agenda. CSE constantly challenges our practices regarding teacher education and demands the construction of discourses and pedagogical strategies on sexuality, rooted in human rights, which ensure the possibility of accessing other rights in equality: to health, to information, to care for one's own body and to make informed and freedecisions about our sexual and reproductive rights. This article tries to recover and re-signify a pedagogical experience in teacher education, specifically in the Professional Teaching Practice of Primary Education teachers. In this instance, the challenge raised by the articulated, transversed and integral implementation of CSE is shown with various subjects, rethinking other ways of building teaching and learning processes in relation to the education of future teachers at the primary level. From this experience, the students begin to collectively think about a school-based way to approach CSE in elementary school. La Educación Sexual Integral, ha sido y sigue siendo uno de los ejes centrales en los debates de las políticas educativas y en las prácticas relacionadas con la tarea pedagógica, en las instituciones educativas de todos los niveles y modalidades. Los medios de comunicación, las familias y los colectivos tanto de docentes como de estudiantes, plantean diversos interrogantes y expresan demandas al respecto. A pesar de la sistemática ampliación y reconocimiento de derechos en nuestra legislación nacional, que ha enriquecido y ampliado sus contenidos, aún en el 2023 la ESI se sigue planteando como uno de los desafíos de la agenda educativa. La ESI, interpela constantemente nuestras prácticas con respecto a la formación docente y demanda la construcción de discursos y estrategias pedagógicas sobre la sexualidad, anclada en el derecho humano, que nos asegure la posibilidad de acceder a otros derechos en igualdad: a la salud, a la información, al cuidado del propio cuerpo y a tomar decisiones informadas y libres sobre nuestros derechos sexuales y reproductivos. Este artículo trata de recuperar y resignificar una experiencia pedagógica en la formación docente, específicamente en la Práctica Profesional Docente del profesorado de Educación Primaria. En esta instancia se pone de manifiesto el desafío que supone la implementación articulada, transversal e integral de la ESI, con diversas materias, repensando otras formas de construir procesos de enseñanza y aprendizajes en relación a formación de futuros/as docentes del nivel primario. A partir de esta experiencia las y los estudiantes comienzan a pensar, de manera colectiva una forma escolar que aborda la ESI en la escuela primaria. Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación 2023-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/7078 Encuentro Educativo. Revista de investigación del Instituto de Ciencias de la Educación; Vol. 4 Núm. 2 (2023): DOSSIER: ESI y Formación Docente; 73-90 2718-8035 spa https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/7078/6087 Derechos de autor 2023 Clelia Valdez |
