Subjectivity and Curriculum: Comprehensive Sexual Education in Kindergarten in San Luis, Argentina

Abstract

Sexuality has become increasingly relevant in education due to social movements that have transferred these issues into the curricular domain, advocating for the importance of addressing historically marginalized topics once confined to the family/private sphere. Schools have emerged as pivotal spaces empowering individuals with essential tools for developing progressive autonomy. Consequently, childhoods are shaped by pedagogical decisions and practices that determine what is articulated or silenced within educational institutions. This study aims to identify and analyze the Comprehensive Sexual Education (CSE) contents outlined in the Jurisdictional Curriculum Design for Kindergarten in the province of San Luis, Argentina. Employing a qualitative exploratory methodology, document analysis serves as the primary data collection technique to scrutinize the curricular organization specified in the aforementioned design. The implementation of these instruments facilitates the identification, analysis, and unraveling of the minimal CSE contents proposed. The findings indicate a widespread absence of these contents within each curricular unit, predominantly emerging from a biomedical perspective. While the curriculum emphasizes the importance of addressing these topics and their transversal integration, it lacks specific guidance, tools, or recommendations to ensure effective classroom and institutional practices on this subject.