Significado de la educación sexual en un contexto de diversidad de Venezuela

Abstract

Introduction: In this research intends to present an approach to the construction of meaning that give teachers, students and families to sex education in schools and the classroom. The same is addressed in a context of diversity in Venezuela, in effect set out different theoretical perspectives of sex education, which has helped the contrast with the concept of what teachers and families, leading us to identify categories that helped shape a concept of comprehensive sex education. Method: Through descriptive-ethnographic research explores the political perspective, policy and practice on courses of action in sex education is handled at the level of the curricula of primary and secondary education. Also analyzes the strategies that teachers, parents and the family used to promote sex education of schoolchildren and their impact on parents and community. The study focused on a sample represented by 20 students, 20 teachers and 15 families belonging to two schools that offer primary and secondary education, located in the town Barinas, Barinas State (Venezuela). The information was collected through diaries, interviews and questionnaires with open questions. Data were collected over a school year using the techniques and instruments have facilitated the organization, categorization and analysis of information, with support from the tools provided by descriptive statistics. Results: The concept of sex education that manage schools, teachers and families is colored by his experience, experiences, culture and traditions, which has led to essentially the meaning given to it is obviously particular to identify and focus on a conception of sexuality with reproductive purposes only. The school primarily promotes information that training in sexual education, the actions are focused on the fulfillment of curricular objectives, in most cases cognitive domain, and parental involvement is limited or almost nil. Discussion and Conclusions: From the analysis leads to some assumptions that help us to design intervention plans and programs in comprehensive sex education from the earliest years of life, involving the school and its immediate environment, developing plans, programs and educational projects for collectively take ownership of the concept of wholeness that represents the sexual education. It also raises the schools need to take before each school year a program of comprehensive sex education intervention which valued the experience, experience, knowledge and information received in the school, family and community, in order to appropriate sexual orientation strategies with more social. © Education & Psychology I+D+i and Editorial EOS (Spain).