Article
Spanish
ID: <
oai:doaj.org/article:55803bc2a54f46b8a7b7281d0c683259>
Abstract
This test presents some theoretical positions related to sexuality education in schools and the role of teachers in this training process. It is based on an analytical review of the literature as part of a doctoral research carried out from 2011 to 2014, which explores the aspirations for a better quality of life for women aged 12-16 with experience of domestic violence. It reflects on the role of teaching staff, the impact of sexuality education projects on the educational population and discusses how sexuality education projects manage their fears, stereotypes, disknowledge and myths about sexuality when they have to take on the education of their students, with whom they have generational and cultural differences. It is concluded that sexuality should not be seen as a scenario of dispute and exclusion in schools, but as a learning and creative space, which is not static and not only the young and adolescent population should learn from it, providing an atmosphere to think, rethink and if possible relearn throughout life; finally, the intercultural perspective is mentioned as an alternative to addressing sexuality education in educational institutions, as it makes it possible to meet various ways of being and in the world, expanding the construction of identities, reflection and political engagement in the face of diversities.