Bibliographic citations
Vargas, L., (2023). Estrategias de implementación para el desarrollo de competencias de la Educación Sexual Integral en tercer grado de primaria de una Institución Educativa privada de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/25327
Vargas, L., Estrategias de implementación para el desarrollo de competencias de la Educación Sexual Integral en tercer grado de primaria de una Institución Educativa privada de Lima []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/25327
@misc{renati/1665749,
title = "Estrategias de implementación para el desarrollo de competencias de la Educación Sexual Integral en tercer grado de primaria de una Institución Educativa privada de Lima",
author = "Vargas Rodriguez, Liliana Nicole",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
Integral Sexual Education (ISE) is a systematic and gradual process that contributes to the integral development of people. Through it, they learn to cultivate competencies, abilities and skills to deal with any daily situation. Regarding to this, the problem arises: how are the implementation strategies for the development of comprehensive sexual education competencies in third grade elementary school students? Thus, the general objective is analyzing the way in which implementation strategies are addressed for the development of Integral Sexual Education competencies in third grade elementary school students. Consequently, two specific objectives are established, the first one is to identify the skills that are fostered when using implementation strategies for Integral Sexual Education, and the second, to describe the way in which these strategies are implemented. So that, the methodology of this study is a qualitative and descriptive approach, since it seeks to understand the way in which the objects of study interact in third grade students in order to explain in detail. To gather the information, observation and semi-structured interview techniques were used. Some findings were that only some competencies promoted by ISE of the National Basic Education Curriculum are adequately developed and the strategies that involve various educational agents are partially covered, that is, there are missing actions for the relevant development of ISE in the educational community.
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