Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say?
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Universidad Nacional, Costa Rica
2017
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724 |
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EDUCARE7724 |
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EDUCARE77242022-08-02T23:24:11Z Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? Educación sexual y género en primarias mexicanas ¿qué dicen los libros de texto y el profesorado? Rosales-Mendoza, Adriana Leona Salinas-Quiroz, Fernando Educación sexual género programa de estudios docente de escuela primaria formación de profesores. Sex Education Gender Curriculum Primary School Teacher Professional Training. The aim of this research was to review and analyze, from a gender perspective, the sexuality and gender contents included in the textbooks of Natural Sciences, Civics, and Ethics for the fourth, fifth and sixth grade of elementary school; this was done to point out the strengths and weaknesses on how to address these issues. We, likewise, inquired about teacher training in sexuality and gender topics, for which we relied on the testimony of four interviews with primary school teachers from Quintana Roo and Yucatán (two states of the Mexican southeast): two of them were from fifth grade, and two others were from sixth grade. The results showed that the contents of the textbooks reduce the sexuality topic to reproduction, and they do not include eroticism, which is considered relevant in the approach to comprehensive sexuality education. Similarly, these contents transmit heteronormative ideas regarding emotional bonds, and do not fully incorporate the gender perspective, since they fail to denounce the inequality between men and women. Teacher training is deficient and it emphasizes the effect of the hidden curriculum, as stereotypes and prejudices of gender and sexuality are being transmitted. El objetivo de esta investigación fue revisar y analizar, desde la perspectiva de género, los contenidos de sexualidad y género incluidos en los libros de texto de Ciencias Naturales y Formación Cívica y Ética de cuarto, quinto y sexto grados de primaria del ciclo escolar 2015-2016 (ediciones 2014), para señalar los aciertos y deficiencias en cuanto a su abordaje. Además, indagamos sobre la formación profesional docente en sexualidad y género, para lo cual nos basamos en testimonios de cuatro entrevistas efectuadas al profesorado de primaria de los Estados del sureste mexicano de Quintana Roo y Yucatán: dos de quinto grado y dos de sexto. Los resultados muestran que los contenidos de los libros de texto reducen la sexualidad a la reproducción, y no incorporan el erotismo, el cual es considerado relevante en el enfoque de educación integral de la sexualidad. Asimismo, transmiten ideas heteronormativas sobre las vinculaciones afectivas, y no incorporan la perspectiva de género a cabalidad, ya que fracasan en denunciar la desigualdad entre hombres y mujeres. La formación de docentes es deficiente y hace evidente la operación del currículo oculto, pues se transmiten estereotipos y prejuicios de género y sexualidad. Universidad Nacional, Costa Rica 2017-04-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724 10.15359/ree.21-2.11 Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-21 Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-21 Revista Electrónica Educare; v. 21 n. 2 (2017): Educare Electronic Journal (May-August); 1-21 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/16581 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/10837 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/10838 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/10839 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/10840 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724/11454 Copyright (c) 2017 Revista Electrónica Educare |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Rosales-Mendoza, Adriana Leona Salinas-Quiroz, Fernando |
| spellingShingle |
Rosales-Mendoza, Adriana Leona Salinas-Quiroz, Fernando Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| author_facet |
Rosales-Mendoza, Adriana Leona Salinas-Quiroz, Fernando |
| author_sort |
Rosales-Mendoza, Adriana Leona |
| title |
Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| title_short |
Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| title_full |
Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| title_fullStr |
Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| title_full_unstemmed |
Sex Education and Gender in Mexican Elementary Schools: What Do Textbooks and Teachers Have to Say? |
| title_sort |
sex education and gender in mexican elementary schools: what do textbooks and teachers have to say? |
| title_alt |
Educación sexual y género en primarias mexicanas ¿qué dicen los libros de texto y el profesorado? |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2017 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7724 |
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