Comprehensive Sex Education in the primary level of the Province of Buenos Aires from the perspective of management teams’ experiences and accounts

Abstract

This paper is part of a self-managed research project that has been conducted since 2008 in section 1 of the primary level of the Province of Buenos Aires, Argentina. Our purpose is to research, retrieve and learn about, from the perspective of Gender studies and Southern Feminism, the assessment and meaning given by teachers and school principals and administrators to the Comprehensive Sex Education Act 26150 (ESI, from its name in Spanish) and its implementation. We present a qualitative analysis of two semi-structured interviews with two members of the management and supervising team. Taking into account their careers and roles as educational advisors, we seek to learn how they perceive and assess the inclusion of ESI curricular contents inprimary school in the teaching plans, how those contents are articulated with those prescribed by the curricula for each area and year, what representations and meanings teachers assign to these topics and their teaching, and which strengths and weaknesses teachers find when implementing ESI in the classroom.