Comprehensive Sex Education in State Schools in San Juan: Current Tensions and Meanings

Abstract

This article presents the results obtained in a research called: "Comprehensive Sex Education (ESI) in State Schools in the Province of San Juan: Analysis of Meanings and Tensions around Its Implementation, from Normative Frameworks as well as from the Perspective of the Social Actors Involved Themselves”. It was developed in the Cabinet of Study and Research in Social Work (GEITS) and in the Institute of Socio-Economic Research (IISE), dependent on the Faculty of Social Sciences (FACSO), National University of San Juan (UNSJ), during the period 2019 -2021.

It is important to point out that the researchers positioned themselves in the Human Rights Approach, the Gender Perspective and from the discipline of Social Work.

The methodology used was qualitative, since it sought to recover points of view of the social actors themselves and interpret the meanings that they attribute to social situations they go through in their daily life.  In this way, the collection techniques used were: bibliographic diving; collection and analysis of content from various documentary sources, and in-depth interviews with key informants.

Particularly, in this article the meanings and tensions present in the implementation of ESI in state schools in the province of San Juan will be examined, thus, the normative/conceptual frameworks linked to ESI will be taken and the discourses of the actors involved in its implementation will be assessed.  Finally, we will reflect on the role of the State in ESI, in pandemic and post-pandemic times.