Situation from history of education, political analysis of speech and gender studies, this thesis explores different narratives, actors and experiences around sexuality education in Argentina from the 1960s to 1997s. To this end, it is studied how, since the middle of the 20th century, sexuality education has been shaped in a field of disputes between nursing and family specialists, paediatricians, sexlogas (s), psychologists, psychologists, psychoanalysts, educational psychologists, doctors, family planners, religious agents, civil servants in state education policies and feminist academics. Since the 60s, sexuality education became the subject of public debate, while it was shaped as a field of dispute between them and other actors over the hegemony of their meanings. All this in a socio-cultural context of major changes in sexual morals and sexual habits and practices, especially among younger generations. From there, the topic became a predilect of interest for those who would be recognised as pioneers, specialists and ‘experts’ in sex education, who were suing the State for including this education in the formal education system. This was done on the basis of the extension of networks and events among ‘specialists’ in the Latin American region. It was during alfonsinism, with the return to democracy and in a context where the emergence of AIDS and teenage pregnancy were the two major health and educational issues, these demands were incorporated and pilot programmes and experiences were launched around sexuality education in education. We study this both at national level in the Ministry of Education and Justice and in the Directorate-General for Culture and Education of the Province of Buenos Aires. During the 90s, tensions and disputes over the inclusion not only of sexuality education as part of the mid-decade curriculum reform, but also the emergence of a gender perspective in the education system, have emerged. In this context, the relationship of proximity between the menemist government and the Catholic leadership sectors was known, a proximity that meant that part of the reform excluded sex education, the notion of gender and sexual and reproductive rights, although these were successfully seen in the 1997 teaching training. Faculty of Humanities and Education Sciences