Citas bibligráficas
Ames, N., (2022). Percepciones docentes sobre las condiciones para la enseñanza de la educación sexual integral en las aulas de V ciclo de primaria en una institución educativa pública de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/21990
Ames, N., Percepciones docentes sobre las condiciones para la enseñanza de la educación sexual integral en las aulas de V ciclo de primaria en una institución educativa pública de Lima []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/21990
@misc{renati/20764,
title = "Percepciones docentes sobre las condiciones para la enseñanza de la educación sexual integral en las aulas de V ciclo de primaria en una institución educativa pública de Lima",
author = "Ames Chipana, Nicole Janeth",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Comprehensive Sex Education, in addition to being a human right and a state obligation, is an essential process to train students with the agency of their own sexual development, and with autonomy to make conscious decisions, valuing their bodies, forming healthy affective relationships, questioning the gender inequalities, adopting self-care practices, among others. To achieve the teaching of CSE in the classrooms, it is necessary for the various educational actors to work collaboratively, guaranteeing the fulfillment of three conditions: 1) Support for educational policies and management, 2) Alliance with families and community actors , 3) Strengthening of teaching skills and attitudes. In this sense, the objective of the research is to analyze perceptions about the conditions for the teaching of ESI by teachers of the 5th cycle of primary school. Consequently, two specific objectives are proposed, which seek to identify teaching beliefs regarding sexuality and CSE, and describe their perceptions of the aforementioned conditions. Likewise, the research is qualitative and descriptive, and the semi-structured interview technique was used to collect the information with 6 teachers and 1 director of the educational institution. One of the most significant findings is that the informants - over 50 years of age, with limited beliefs about sexuality - teach from a biological and biomedical model through scarce interactive resources. On the other hand, two informants - under 50 years of age, who understand sexuality from its entirety - manage to provide activities and sessions on ESI from the socioaffective dimension in areas such as Social Personal, and Educational Tutoring and Guidance, and making use of strategies that promote participation among their students.
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