BETWEEN SCHOOL CLASSROOMS, SOCIAL MEDIA AND STREETS

teaching practices from and for comprehensive sexual education in Argentina

Abstract

The dominant models that addressed sex education in the school system have maintained a biological and normalizing perspective based on the sex/gender binary and a moralizing order. Around 2006, the national law on Comprehensive Sex Education (ESI) was approved, introducing a new approach to gender and sexuality from early childhood education to teacher training, giving rise to teaching proposals and other ways to question the reference knowledge of the school curriculum and teaching practices. Teachers and students organized themselves into movements that, through public interventions and the dissemination of content and activities on the web and social media, spread teaching proposals referenced in the ESI, opening spaces for visibility and denunciation of sexist and racist practices, but, above all, articulating active participation in the public sphere. As the ties between women's organizations, feminists, and educators deepened, several family groups that refer to it as "gender ideology" and interpret the work of teachers as "indoctrination" also consolidated. An analysis of the political-pedagogical practices of teaching organizations in the post-pandemic period is presented based on a documentary analysis of websites and social media platforms such as Instagram and X.