Bibliographic citations
Vega, A., (2025). Educación sexual integral en los niños y niñas de nivel inicial en una institución educativa privada de Lima Metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29716
Vega, A., Educación sexual integral en los niños y niñas de nivel inicial en una institución educativa privada de Lima Metropolitana []. PE: Pontificia Universidad Católica del Perú; 2025. http://hdl.handle.net/20.500.12404/29716
@misc{renati/2007457,
title = "Educación sexual integral en los niños y niñas de nivel inicial en una institución educativa privada de Lima Metropolitana",
author = "Vega Diaz, Ana Raquel",
publisher = "Pontificia Universidad Católica del Perú",
year = "2025"
}
The rates of teenage pregnancies and stds, the perpetuation of stigmas, discrimination, inequalities and sexual and gender violence; all these are symptoms of a deficient human formation for the understanding of sexuality in a society. In this context, Comprehensive Sexual Education (CSE) is an appropriate tool to build respectful, inclusive and, therefore, more democratic relationships. However, despite the existence of normative and reference frameworks for its implementation in the country, the figures of the aforementioned scourges are tragically worrying. That is why it is an obligation for the educating body to rethink and explore how the CSE approach is being applied from the basic unit of the educational system, within the classroom, in the teacher-student relationship. For this reason, this research will explore the perceptions of the teachers themselves about conceptions related to CSE, in order to understand what the particularities from their experience are, how it is reflected in their teaching practice and what level of commitment there is from all the actors involved in the educational community. In this way, we will be able to verify that teachers have a positive view of CSE and its principles, but that they work within frameworks that do not necessarily enhance their capabilities. Even so, it will be possible to show that the moral principles advocated by CSE can be taught even in these scenarios through the adaptability and involvement of teachers.
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