Institutional Sex Education Referents: Meanings and Practices in Secondary Schools of Tandil (Buenos Aires)
In Argentina, law 26.150, enacted in 2006, created the Programa Nacional de Educación Sexual Integral to guarantee students’ right to receive sex education at all levels of schooling, in both public and private institutions. To strengthen its implementation, the Consejo Federal de Educación issued R...
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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/17335 |
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| Sumario: | In Argentina, law 26.150, enacted in 2006, created the Programa Nacional de Educación Sexual Integral to guarantee students’ right to receive sex education at all levels of schooling, in both public and private institutions. To strengthen its implementation, the Consejo Federal de Educación issued Resolución 340/18, which promotes the formation of interdisciplinary teams of ‘referentes’ serving as referents for the “Educación Sexual Integral” program. In the Provincia de Buenos Aires, the Law 14.744 and the creation of the Dirección de Educación Sexual Integral (DESI) reinforced this framework by establishing ESI referents s at regional, district, and school levels—key figures for implementing and coordinating the educational policy.
This article analyzes experiences and challenges related to the implementation of the institutional liaison role, considering the legal and regulatory framework behind its emergence, as well as its application in secondary education in schools in the Provincia de Buenos Aires. It is an exploratory-descriptive qualitative study based on the review of documentary sources and in-depth interviews conducted in a purposive sample of four public secondary schools in the city of Tandil. |
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