Etnografía de una asignatura de Educación Sexual Integral para estudiantes de pregrado de Educación Parvularia.
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Date
2026
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Publisher
Universidad de Concepción
Abstract
La Educación Sexual Integral (ESI) es un proceso pedagógico esencial para el desarrollo de las personas, que aborda aspectos físicos, emocionales, cognitivos y sociales de la sexualidad. Los estándares internacionales sugieren implementarla de manera transversal desde el nacimiento. Sin embargo, la formación inicial docente en educación sexual en Latinoamérica y el Caribe tiene limitaciones asociadas a la falta de políticas educativas. Lo anterior, se ve especialmente acrecentado en las carreras de educación parvularia. En este marco, el objetivo de esta investigación fue comprender el proceso de una formación en ESI para estudiantes de pregrado de educación parvularia que participaron de una asignatura universitaria. El estudio trabajó con conceptualizaciones que abordaron la ESI como un derecho que además permite el cuestionamiento de las estructuras sociales. Esta investigación se situó desde un paradigma interpretativo y crítico, utilizando metodología cualitativa con diseño de microetnográfico. La recolección de datos se realizó a través de observación participante, análisis documental, y entrevistas en profundidad, y se utilizó un análisis temático reflexivo. Los resultados revelan un proceso que inicia con experiencias previas carentes y biologicistas, transita por una vivencia movilizadora de afectos y percepciones, y culmina en un enfoque integral de la educación sexual. Este estudio aporta evidencia empírica y situada sobre la importancia de incluir la ESI en la formación docente de educación parvularia y avanzar en la garantía de una educación sexual con enfoque de derechos y justicia social desde la primera infancia.
Comprehensive Sexuality Education (CSE) is an essential pedagogical process for human development that addresses the physical, emotional, cognitive, and social dimensions of sexuality. International standards recommend implementing it transversally from birth. However, initial teacher SE in Latin America and the Caribbean faces limitations, mainly due to the lack of educational policies. These challenges are particularly pronounced in early childhood teacher preparation programs. Within this framework, the aim of this study was to comprehend a CSE training process for preservice early childhood teachers that participated in a university course. The study was based on conceptualizations that frame CSE as both a right and a means to question social structures. This research was grounded in an interpretive and critical paradigm and employs a qualitative methodology through a microethnographical design. Data was collected through participatory observation, documental analysis, and in-depth interviews, and analyzed through reflexive thematic analysis. Findings reveal a process moving from deficient and biology-based prior experiences, though an affectively and intellectually mobilizing university course, towards comprehensive knowledge of sexuality education. This study provides empirical and situated evidence supporting the inclusion of CSE in the training of early childhood educators, as well as to advance the guarantee of sexuality education grounded in human rights and social justice from early childhood.
Comprehensive Sexuality Education (CSE) is an essential pedagogical process for human development that addresses the physical, emotional, cognitive, and social dimensions of sexuality. International standards recommend implementing it transversally from birth. However, initial teacher SE in Latin America and the Caribbean faces limitations, mainly due to the lack of educational policies. These challenges are particularly pronounced in early childhood teacher preparation programs. Within this framework, the aim of this study was to comprehend a CSE training process for preservice early childhood teachers that participated in a university course. The study was based on conceptualizations that frame CSE as both a right and a means to question social structures. This research was grounded in an interpretive and critical paradigm and employs a qualitative methodology through a microethnographical design. Data was collected through participatory observation, documental analysis, and in-depth interviews, and analyzed through reflexive thematic analysis. Findings reveal a process moving from deficient and biology-based prior experiences, though an affectively and intellectually mobilizing university course, towards comprehensive knowledge of sexuality education. This study provides empirical and situated evidence supporting the inclusion of CSE in the training of early childhood educators, as well as to advance the guarantee of sexuality education grounded in human rights and social justice from early childhood.
Description
Tesis presentada para optar al grado de Magíster en Psicología con mención en Psicología Educativa.
Keywords
Educación sexual, Formación profesional, Educadores