Comprehensive Sexual Education (ESI) in the training of teachers and early childhood education graduates: debates and challenges facing the new right

Abstract

This study aims to identify students' preconceptions and representations about Comprehensive Sexual Education (ESI), and the pedagogical practices of practicing teachers at the Preschool level. In the current context of regression in gender and rights policies in Argentina, the initial and continuing education of teachers for Early Childhood Education presents a particular challenge when it comes to ESI (Law nº 26.150RA).This is an exploratory and qualitative study conducted through in-depth interviews with students from the Teaching and Bachelor's Degree Programs in Early Childhood Education at two Argentine universities, who work in Early Childhood Education institutions in the Province of Chaco. The results revealed that taboos regarding the topic persist, and gender stereotypes are still present in early childhood institutions. Hence, the need to continue specific training. Recognizing these ideas and practices will allow us to identify strengths and weaknesses in the implementation of ESI, contributing to the generation of necessary changes for its effective integration in each educational community, improving access to a dignified life for the entire population. This study reviews the problems of continuing teacher training within a context of conflict related to sexuality, the gender perspective, and the regressive nature of rights in a region with the highest rates of violence against women and diversity, and poverty.