scholarly journals Educación Sexual Integral y Performatividad: un Abordaje Filosófico Feminista

2021 ◽  
Vol 6 (2) ◽  
pp. e4448
Author(s):  
Elsa Daniela Godoy
Keyword(s):  
Gender And Sexuality ◽  
Sexual Education ◽  
Philosophical Analysis ◽  
Sexual Diversity ◽  
Gender Perspective ◽  
School Practices ◽  
Curricular Content ◽  
Feminist Movements ◽  
Educational Field

A philosophical analysis of J. Butler's performativity in relation to Comprehensive Sexual Education is carried out, which allows us to understand the implicit heterosexist matrix of intelligibility in pedagogies of gender and sexuality. In the context of implementation of Comprehensive Sexual Education in Argentina and based on research on its achievements and challenges, it is argued that this gender perspective contributes to overcoming binary approaches that stigmatize sexual diversity. As an interdisciplinary contribution to the educational field, reflection from performativity enhances changes in curricular content that Queer and feminist movements demand, as well as liberating displacements of the norms in school practices.

scholarly journals Educação e emancipação feminina em Celina Padilha, a “educadora transviada” (1927-1930)

2018 ◽  
Vol 10 (4) ◽  
pp. 229
Author(s):  
Amália Dias ◽  
Isabela Bolorini Jara
Keyword(s):  
Social Networks ◽  
Social Relations ◽  
Intellectual Development ◽  
Social Role ◽  
Sexual Education ◽  
Education History ◽  
Gender Perspective ◽  
Financial Autonomy ◽  
Educational Field ◽  
Professional Formation

Apresentamos resultados de pesquisa em história da educação sobre a educadora Celina Padilha, a partir de sua inserção no debate sobre educação sexual, coeducação e emancipação feminina no campo educacional carioca na década de 1930. Sua trajetória de escolarização e atuação profissional descortinam seu engajamento no magistério público, tendo sido atuante no movimento escolanovista. A partir da metodologia de pesquisa na imprensa, recuperamos parte de sua atuação no campo educacional e as resistências que encontrou às suas ideias feministas. A bibliografia pertinente sobre o campo educacional no período e as reflexões teóricas sobre as trajetórias de formação, redes de sociabilidade e intelectuais mediadores conduzem a investigação sobre Celina Padilha no conjunto das relações sociais a que pertencia. Sob a análise da condição feminina na sociedade e assumindo uma perspectiva de gênero, Celina condenava a restrição do papel social da mulher ao casamento e à maternidade. A emancipação feminina deveria ocorrer por meio de uma educação que possibilitasse a mulher seu desenvolvimento intelectual e sua autonomia fi nanceira por meio do trabalho. Suas concepções em prol da educação para a emancipação feminina são relevantes para a compreensão da luta histórica pelas ideias feministas no campo educacional brasileiro.Palavras-chave: Educação. Feminismo. Emancipação. Education and women emmancipaton according to Celina Padilha, the “underground educator” (1927 – 1930)ABSTRACTWe present the results from an Education-History research according to the educator Celina Padilha, and on her insertion in the sexual education, co-education and women emancipation debate within the carioca educational fi eld in the 1930s. Her schooling background and professional actions unveil her commitment with public teaching, since she was an activist of the “escolanovista” (newschool) movement. Based on search performed in recorded press news, we gathered information about her actions within the educational field and about the barriers to her feminist ideas. The bibliography about the educational field at that time and the theoretical refl ections about professional formation backgrounds, social networks and intellectual mediators lead to investigations about Celina Padilha, because of the set of social relations she was held by. With regard to women’s conditions in society, and by assuming a gender perspective, Celina used to condemn the restriction of women’s social role to marriage and motherhood. Women emancipation should happen through an education able to provide them with intellectual development and their financial autonomy through a professional carrier. Celina’s women emancipation pro-education concepts are relevant for the understanding about the historical fight for the feminist ideas concerning the Brazilian educational field.Keywords: Education. Feminism. Emancipation. Educación y emancipación femenina en Celina Padilha, la “educadora transviada” (1927-1930)RESUMENPresentamos resultados de investigación en historia de educación sobre la educadora Celina Padilha, a partir de su inserción en el debate sobre educación sexual, coeducación y emancipación femenina en el campo educacional carioca en la década de 1930. Su trayectoria de escolarización y actuación profesional descortinan su compromiso en el magisterio público, en que ha sido actuante en el movimiento escuela novista. A partir de la metodología de investigación en la prensa, recuperamos parte de su actuación en el campo educacional y las resistencias que encontró a sus ideas feministas. La bibliografía pertinente sobre el campo educacional en el período y las reflexiones teóricas sobre las trayectorias de formación, redes de sociabilidad e intelectuales mediadores conducen la investigación sobre Celina Padilha en el conjunto de las relaciones sociales la que pertenecía. Bajo el análisis de la condición femenina en la sociedad y asumiendo una perspectiva de género, Celina condenaba la restricción del papel social de la mujer al casamiento y a la maternidad. La emancipación femenina debería ocurrir a través de una educación que posibilitase a la mujer su desarrollo intelectual y su autonomía financiera por medio del trabajo. Sus concepciones en pro de la educación para la emancipación femenina son relevantes para la comprensión de la lucha histórica por las ideas feministas en el campo educacional brasileño.Palabras clave: Educación. Feminismo. Emancipación.

scholarly journals Dialogue and transformation: embracing sexual diversity in the educational context

2011 ◽  
pp. 103-122 ◽  
Author(s):  
Murilo dos Santos Moscheta ◽  
Sheila McNamee ◽  
Jucely Cardoso dos Santos
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Social Constructionist ◽  
Sexual Education ◽  
Educational Context ◽  
Sexual Diversity ◽  
Educational Alternatives ◽  
Training Activities ◽  
Education In Brazil

Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes - relational engagement and focus on the process - set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities.

Queer Theory and Heteronormativity

2021 ◽  
Author(s):  
Page Valentine Regan ◽  
Elizabeth J. Meyer
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
Gender And Sexuality ◽  
Educational Institutions ◽  
Sex And Gender ◽  
Sexual Diversity ◽  
Lgbtq Youth ◽  
Gender And Sexuality Studies ◽  
And Gender ◽  
Queer Pedagogy

The concepts of queer theory and heteronormativity have been taken up in educational research due to the influence of disciplines including gender and sexuality studies, feminist theory, and critical race theory. Queer theory seeks to disrupt dominant and normalizing binaries that structure our understandings of gender and sexuality. Heteronormativity describes the belief that heterosexuality is and should be the preferred system of sexuality and informs the related male or female, binary understanding of gender identity and expression. Taken together, queer theory and heteronormativity offer frames to interrogate and challenge systems of sex and gender in educational institutions and research to better support and understand the experiences of LGBTQ youth. They also inform the development of queer pedagogy that includes classroom and instructional practices designed to expand and affirm gender and sexual diversity in schools.

scholarly journals A PRODUÇÃO/REPRODUÇÃO DO CORPO GENERIFICADO NA ESCOLA

2015 ◽  
Vol 22 (3) ◽  
pp. 25
Author(s):  
Alfrancio Ferreira Dias ◽  
Maria Helena Santana Cruz
Keyword(s):  
Public Schools ◽  
The Body ◽  
Early Years ◽  
Sexual Diversity ◽  
School Practices ◽  
Course Content ◽  
Cultural Constructs ◽  
Gendered Bodies ◽  
La Red ◽  
Discursive Field

Este trabalho busca articular questões epistemológicas presentes na abordagem dos estudos sobre corpo, gênero e sexualidades, focaliza a “Pedagogia” do corpo, a produção/reprodução de corpos generificados nas práticas escolares. A opção metodológica recaiu sobre a abordagem qualitativa. A estratégia de coleta de dados ocorreu junto a 33 participantes (23 estudantes: 21 mulheres e dois homens) do Curso de Licenciatura em Pedagogia da Universidade Federal de Sergipe, Campus Itabaiana (SE) e dez professoras que atuam nos anos iniciais de duas escolas públicas da Rede Municipal de Itabaiana (SE). O acesso aos respondentes ocorreu em dois momentos: no primeiro momento, as/os estudantes responderam um questionário aberto (sem identificação) sobre temas relacionados ao corpo e às formas pelas quais ele é representado, significado e experimentado nos conteúdos do curso. No segundo momento, realizaram-se sessões de observação durante o acompanhamento das oficinas do Projeto Educação e Diversidade de Gênero e Sexual vinculado ao Programa de Iniciação à Docência (PIBID) que é desenvolvido por licenciandos e visa captar as experiências e posicionamentos das docentes em relação ao trabalho dos/as alunos/as.  Os resultados fortalecem a argumentação inicial de que a escola desenvolve uma pedagogia do corpo, cria um campo discursivo favorável ao questionamento e à ruptura da naturalização do corpo, tão presentes nas práticas sociais. Considera-se que a exploração da temática constitui um desafio para todos/as interessados/as na produção do conhecimento sobre corpo e educação, criando um campo discursivo para a análise da contribuição desses estudos, bem como para refletir sobre os corpos como “construtos culturais” e “performances”.Palavras-chave: Corpo generificado. Pedagogia do corpo. Práticas escolares. THE PRODUCTION/ REPRODUCTION OF THE GENDERED BODY AT SCHOOLAbstract: This work seeks to articulate epistemological questions present in the approach of studies about body, gender and sexuality, focuses on "Pedagogy" of the body, the production/ reproduction of gendered bodies on school practices. The methodological choice fell on the qualitative approach. The data collection strategy occurred with 33 participants (23 students: 21 women and two men) of Pedagogy Course, from the Federal University of Sergipe, Itabaiana Campus (SE) and ten women teachers who work in the early years of two public schools from Itabaiana (SE). Access to respondents took place in two stages: at first, the  students answered an open questionnaire (unidentified) on topics related to the body and the ways in which it is represented, meaning and experienced with course content. After, there were observation sessions during follow-up of the workshops of the Project called Gender and Sexual Diversity Education  linked to the Initiation Program to Teaching (PIBID) developed by undergraduates aiming to capture the experiences and positions of teachers in relation to work of the students. The results support the initial argument that the school develops a body pedagogy, creates a favorable discursive field to question and to break the naturalization of the body, so present in social practices. It is considered that the exploration of the theme is a challenge for all the interested  in the production of knowledge about the body and education, creating a discursive field for analyzing the contribution of these studies as well as to reflect on the bodies as "cultural constructs" and "performances".Keywords: Gendered body. Pedagogy of the body. School practices. LA PRODUCCIÓN/REPRODUCCIÓN DEL CUERPO GENERIFICADO EN LA ESCUELAResumen: Este trabajo busca articular cuestiones epistemológicas presentes en el enfoque de los estudios sobrecuerpo, género y sexualidades, se centra en la “Pedagogía” del cuerpo, la producción/reproducción de cuerpos generificadosen las prácticas escolares. La opción metodológica cayó sobre en el enfoque cualitativo. La estrategiade recolección de datos ocurrió junto a los 33 participantes (23 alumnos: 21 mujeres y dos hombres) del Curso deLicenciatura en Pedagogía de la Universidad Federal de Sergipe, Campus de Itabaiana (SE) y diez docentes quetrabajan en los primeros años de dos escuelas públicas de la Red Municipal de Itabaiana (SE). El acceso a los encuestadosse llevó a cabo en dos etapas: en la primera, las/los estudiantes respondieron un cuestionario abierto (noidentificado) sobre los temas relacionados con el cuerpo y las formas en las que son presentado significado y experimentadoen los contenidos del curso. En la segunda etapa, hubo sesiones de observación durante el seguimientode los Talleres del Proyecto Educación y Diversidad de Género y Sexual vinculado al Programa de Iniciación a laDocencia (PIBID) desarrollado por estudiantes universitarios con el objetivo de captar las experiencias y posicionesde las docentes en relación con el trabajo de los/las alumnos/as. Los resultados fortalecen el argumento inicial deque la escuela desarrolla una pedagogía del cuerpo, crea un campo discursivo favorable a cuestionar y romper lanaturalización del cuerpo, tan presente en las prácticas sociales. Se considera que el tema de la exploración es undesafío para todos los/las interesados/as en la producción del conocimiento sobre el cuerpo y la educación, creandoun campo discursivo para el análisis de la contribución de estos estudios, así como para reflexionar sobre loscuerpos como “constructos culturales” y “performances”.Palabras clave: Cuerpo generificado. Pedagogía del cuerpo. Prácticas escolares. 

scholarly journals “Sexual roles” at Museu Paulista collection.

2021 ◽  
pp. 149-169
Author(s):  
Leonardo Vieira
Keyword(s):  
Gender Issues ◽  
Gender And Sexuality ◽  
Institutional Policy ◽  
Museum Collections ◽  
Sexual Diversity ◽  
History Museum ◽  
Sexual Roles ◽  
The World ◽  
The Subject ◽  
Acquisition Processes

The Museu Paulista established its collection policy in 1990, at the same time as the institution's research line was as follows: I. Daily life and society (sexual roles, age and enculturation), II. The World of Work (pre and proto-industrial) and III. Imaginary (the material vectors of sense). During my master's research, after analysing approximately 617 acquisition processes, I was able to identify that the institution collects a considerable number of objects because of its interest in gender issues. However, even after 25 years of work in this area the Museu Paulista continues to consider the binary concept of gender. This results in the exclusion of references to non-binary aspects of gender and sexual diversity in the museum’s collection, as well as the removal of the institution of contemporary studies on gender and sexual roles. We must point out that the Museu Paulista is not the only one to develop its institutional policy in this way. In Brasil, at least some authors have already shown that museums are, for the most part, far removed from the discussion about gender and sexual diversity. This is one of the main reasons justifying the discussion on the international scene, in addition to the fact that 'new' identities of gender and sexuality have been the subject of intense public debate nowadays. Key words: Museology; Sexual diversity; History museum; Collections acquisition.

scholarly journals Educación sexual integral, maltrato y abuso infanto-adolescente

Pelícano ◽  
2019 ◽  
Vol 5 ◽  
pp. 056-071
Author(s):  
Andrea Sánchez Ruiz
Keyword(s):  
Sexual Abuse ◽  
Positive Impact ◽  
Sexual Education ◽  
Teaching Staff ◽  
Gender Perspective ◽  
Educational Counseling ◽  
The People ◽  
Raising Awareness ◽  
Relationship Model ◽  
Education Plan

Comprehensive Sexual Education, Mistreatment and Infant-Adolescent Abuse ResumenEl abuso sexual contra niños, niñas y adolescentes es una de las peores formas de maltrato y violencia contra la niñez y adolescencia. Aunque este drama constituye un problema creciente no siempre es detectado ni denunciado.Por tanto, en este trabajo centraré mi atención en el modo en que la aplicación del Programa Nacional de Educación Sexual Integral desarrollado en las comunidades educativas puede contribuir a diagnosticar, prevenir, sanar y sensibilizar acerca de las situaciones anteriormente planteadas.Por otro lado, quienes se encargan de la formación integral de las personas en la escuela, llevan impresas las marcas de un modelo vincular patriarcal y jerárquico. La puesta en marcha del Programa también incidirá en el reconocimiento de esas huellas y podrá ofrecer herramientas para su modificación. Los equipos de conducción y orientación escolar, el cuerpo docente y el personal no docente serán los primeros beneficiarios de la aplicación de la Ley si en las instituciones se asume comprometidamente y en conjunto esta tarea.Como educadora, apuesto a los procesos transformadores con fuerte incidencia en el desarrollo personal e interpersonal. Por eso, en este trabajo presentaré brevemente el Programa Nacional de Educación Sexual Integral, los ejes que lo atraviesan y el impacto que genera en adultos y estudiantes, para destacar su aplicación y cómo la transversalidad de la perspectiva de género puede contribuir a la toma de conciencia de las inequidades de género y a suscitar nuevas formas de vincularidad en las dinámicas escolares y familiares que permitan evitar, reconocer y denunciar situaciones de maltrato y abuso. AbstractChild sexual abuse is one of the worst types of mistreatment and aggression. This tragedy is an increasing problem although it is not always easily identified or reported.Thus, in this paper I will concentrate on the implementation of the Comprehensive Sexual Education Plan developed by the educational community and on the way this plan can help diagnose, prevent, heal and raise awareness of the situations previously mentioned.   On the other hand, the people in charge of the comprehensive education at schools carry the scars of a patriarchal and hierarchical relationship model. The implementation of the Plan will also help confront this scars and offer tools for its modification. Educational counseling teams, teaching and non-teaching staff will be the prime beneficiaries of this law if they are truly committed and work together for its correct application.As an educator I support all transformational processes having a positive impact on personal and interpersonal growth. Hence, in this paper I will briefly present the National Comprehensive Sexual Education Plan, the different issues involved and its impact on adults and student by highlighting how gender perspective (mainstreaming) can contribute to raising awareness of gender inequities and to promote new ways of bonding within schools and families thus helping avoid, recognize and report situations of mistreatment and abuse. Key words: Education, Sexuality, Sexual Abuse, Gender Perspective.

scholarly journals Teaching sexual diversity in Brazilian schools

Journal ◽  
2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Barbara Arisi ◽  
Simone Ávila ◽  
Arianna Sala
Keyword(s):  
Human Resources ◽  
Latin American ◽  
Local Level ◽  
Applied Anthropology ◽  
Gender And Sexuality ◽  
Sexual Diversity ◽  
The Subject ◽  
Prejudice And Discrimination ◽  
Research And Education ◽  
The University

We intent in this paper to present a pedagogical experience that links anthropology and secondary schools in combating heterosexism and violence against LGBTQ community. The project created a pedagogical space where prejudice and discrimination for reasons of gender and sexuality were debated in an educational environment. We believe that especially in these times of global attacks on women's and LBGTQs’ rights and human rights, it is essential that at local level we keep on resisting and creating spaces in which reflection and deconstruction of oppressive structures are promoted. This article deals with the experience of education projects on gender and sexuality carried out by a Brazilian federal university in a city in the interior of the state of Paraná, located on the triple border of Brazil with Argentina and Paraguay. It is important to note that Paraná is a state considered as extremely conservative. We hope to show how we develop an experience of what we call “extension of the university” in Brazil, aligned with research and education on the subject of sexualities. We understand that this kind of project can be an efficient arena for applied anthropology and also as investment in educating young people as valuable human resources to combat violence and to promote peaceful communities. The experiment was carried out at the Federal University of Latin American Integration (UNILA), as an extension of a larger and older project carried out by the Nucleus of Identities of Gender and Subjectivities (NIGS) based in the Federal University of Santa Catarina.

scholarly journals SEXUALITY AND DIVERSITY: ANALYSIS OF DISCURSIVE USES IN THE CONSTRUCTION OF EDUCATIONAL POLICY, JUJUY-ARGENTINA

2021 ◽  
Keyword(s):  
Policy Development ◽  
Research Unit ◽  
Women's Movements ◽  
Sexual Education ◽  
Sexual Diversity ◽  
Cultural Traditions ◽  
Research On Teaching ◽  
Sociocultural Diversity ◽  
Belo Horizonte ◽  
The Look

The article is based on an analysis carried out on the advances made in the Argentine State in terms of rights, with regard to Integral Sexual Education and the LGTBIM and women's movements. However, and based on this recognition, in terms of policy development in the educational field, questions that guide this document are raised, with the aim of contributing, not only to a discussion related to the educational and social processes through which sexuality passes, but also the historicity of gender relations and the ways in which sexual differences are symbolized. Directing the look on discursive uses as devices of power and subordination. For this, the document invites us to think about diversity from a context, characterized by a large presence of an ethnic population, with deeply rooted cultural traditions. On these bases, problematize the homogenizing social trend, which tries to impregnate this culture in corporeality and symbolism, calling into question social groups and, in particular, the nature of this diversity. Then, there is an outcome on Integral Sexual Education in the province of Jujuy-Argentina and the discursive uses that were included in the pedagogical processes. On the other hand, it refers to policies built under the aegis of diversity rights and, in particular, sexual diversity. Finally, to establish that the discussion undertaken here stems from the concern of members of two research teams, the Sociocultural Diversity in Regional Contexts Research Unit (UNIDISO, FHyCS-UNJu, Jujuy-Argentina) and the Center for Studies and Research on Teaching and Nursing Practice (NUPEPE, EE-UFMG, Belo Horizonte-Brazil), whose area of ​​development in the field of research is linked to Public Health, in this context, Integral Sexual Education and Sexual and Reproductive Health.

scholarly journals Gênero e sexualidade: (Ou) Posições sobre a educação sexual

2020 ◽  
Vol 6 (10) ◽  
pp. 48
Author(s):  
Gabriel DVOSKIN ◽  
Anelise Gregis ESTIVALET
Keyword(s):  
Sex Education ◽  
Gender Ideology ◽  
Gender Issues ◽  
Gender And Sexuality ◽  
Sexual Education ◽  
The Public ◽  
Sexuality And Gender ◽  
Regional Problem ◽  
And Gender ◽  
The One

RESUMONos últimos anos, diferentes países como Brasil e Argentina têm incluído temas relacionados à sexualidade como conteúdo curricular, medida que abriu uma série de debates na agenda pública acerca do papel que deve cumprir a instituição escolar no tratamento de questões relacionadas com a sexualidade e o gênero. Esta problemática regional tem se manifestado de forma eloquente e a polêmica sobre este tema pôs em circulação expressões como “ideologia de gênero”, que marcam uma clara resistência a este tipo de medida. Assim, analisaremos os discursos que têm circulado sobre a educação sexual e focalizaremos nosso interesse, especificamente, nas controvérsias geradas em relação às questões de gênero. A análise dos esquemas argumentativos que apresentam esses discursos nos permitirá, por um lado, analisar as polêmicas surgidas em torno das noções de gênero na educação sexual e, por outro, comparar as regularidades e rupturas que aparecem nos dois países.Gênero. Sexualidade. Argumentação. Gender and sexuality: (or) positions about sex educationABSTRACTIn recent years, different countries such as Brazil and Argentina have included topics related to sexuality as a curricular content. This process has opened a series of debates on the public agenda about the role that the school institution should fulfill regarding matters related to sexuality and gender. This regional problem has manifested itself eloquently and, the controversy on this topic has put out expressions like “gender ideology”, that mark a clear resistance to this process. Thus, we will analyze the discourses that have been circulating about sex education and focus our interest, specifically, on the controversies generated in relation to gender issues. The analysis of the argumentative schemes that these speeches present will allow us, on the one hand, to analyze the controversies arising around the notions of gender in sexual education and, on the other hand, to compare the regularities and ruptures that appear in both countries.Gender. Sexuality. Argumentation. Género y sexualidad: (o) Posiciones sobre educación sexualRESUMEN En los últimos años, diferentes países como Brasil y Argentina han incluido temas relacionados con la sexualidad como contenido curricular, una medida que abrió una serie de debates en la agenda pública sobre el papel que debe desempeñar la institución escolar en el tratamiento de cuestiones relacionadas con la sexualidad y el género. Esta problemática regional se ha manifestado de manera elocuente y la controversia sobre este tema ha puesto en circulación expresiones como "ideología de género", que marcan una clara resistencia a este tipo de medida. Por lo tanto, analizaremos los discursos que han estado circulando sobre la educación sexual y enfocaremos nuestro interés, específicamente, en las controversias generadas en relación con los temas de género. El análisis de los esquemas argumentativos que presentan estos discursos nos permitirá, por un lado, analizar las controversias que surgieron en torno a las nociones de género en la educación sexual y, por otro, comparar las regularidades y rupturas que aparecen en ambos países.Género. Sexualidad. Argumentación. Genere e sessualità: (o) Posizioni sull'educazione sessualeSINTESE Negli ultimi anni, diversi paesi come il Brasile e l'Argentina hanno incluso questioni legate alla sessualità come contenuto curricolare, una misura che ha aperto una serie di dibattiti sull'agenda pubblica sul ruolo che l'istituzione scolastica dovrebbe svolgere nel trattare le questioni relative a Sessualità e genere. Questo problema regionale si è manifestato eloquentemente e la controversia su questo tema ha messo in circolazione espressioni come "ideologia di genere", che segnano una chiara resistenza a questo tipo di misura. Pertanto, analizzeremo i discorsi circolanti sull'educazione sessuale e focalizzeremo il nostro interesse, in particolare, sulle controversie generate in relazione alle questioni di genere. L'analisi degli schemi argomentativi presentati da questi discorsi ci permetterà, da un lato, di analizzare le controversie sorte intorno alle nozioni di genere nell'educazione sessuale e, dall'altro, di confrontare le regolarità e le rotture che compaiono in entrambi i paesi.Genere. La sessualità. Argomentazione.

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