ESI and teacher re-subjectification: An interpretive study at the Arturo U. Illia National School in Mar del Plata
This paper shares the resonances of a research focused on the dis/re-learning that teachers undertake to develop pedagogical experiences that include sexuality in a comprehensive manner. A group of teachers from the Arturo U. Illia National School of Mar del Plata, who have been carrying out an Inst...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17260 |
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| Sumario: | This paper shares the resonances of a research focused on the dis/re-learning that teachers undertake to develop pedagogical experiences that include sexuality in a comprehensive manner. A group of teachers from the Arturo U. Illia National School of Mar del Plata, who have been carrying out an Institutional Project of Integral Sexual Education (ESI) since 2020, participated in the study. Based on the assumption that education is always sexual, and therefore biographical and subjective, we set out to reconstruct the genealogy of the project; document the pedagogical experiences developed; analyze the contents and practices challenged by the ESI; and interpret the ways in which these experiences affect the processes of reconfiguration of subjectivities and the pedagogical perspectives of the teachers involved. From a qualitative framework and a narrative biographical approach, we mapped the daily and pedagogical experiences of the experience, analyzed documents, conducted participant observations and interviews with the teachers, the former director and the current director. Finally, we composed an inter-biographical narrative. We venture to affirm that the native category “ESI pedagogical perspective” contains potentialities that invite us to rethink a transversal pedagogy, which crosses links and subjectivities while inviting teachers to re-signify their practices. |
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