Los discursos en torno a la sexualidad. Su internalización y reproducción a través de las prácticas educativas.
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Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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En los últimos siglos, los discursos médicos y morales se han erigido como discursos validos o “verdaderos” en torno a la sexualidad. Con la modernidad comienzan a desplegarse dispositivos específicos de saber y de poder, a fin de disciplinar los cuerpos y modelar la sexualidad. Estos dispositivos se encarnan en normas, tradiciones, leyes jurídicas, prácticas escolares, y también se encarnan en los sujetos construyendo subjetividades. El docente, atravesado por estos discursos va configurando su propio posicionamiento, internalizando un determinado modo de pensar, decir, sentir y actuar en torno a la sexualidad, reproduciendo en sus prácticas el discurso hegemónico.
En los últimos años, asistimos a una época de cambios sociales y culturales vertiginosos, con el surgimiento de un Estado que promueve políticas de reconocimiento y garantía de derechos a actores sociales históricamente postergados, y la sanción de una ley de educación sexual integral. Estas nuevas condiciones sociales entrarían en tensión con las concepciones docentes, interpelando a los mismos a repensar las formas tradicionales en que se ha encarado la educación sexual en las escuelas.
El presente trabajo no constituye una verificación empírica de la tesis expuesta sino que muestra las elaboraciones teóricas que llevaron a su construcción.
In the last few centuries, medical discourses and morales have emerged as valid or “real” discourses on sexuality. With modernity are beginning to deploy specific devices of knowledge and power, to disciplinary bodies and shape sexuality. These devices are embodied in rules, traditions, laws, legal, school practices, and is also embodied in the subject building subjectivities. The teacher, crossed by these discourses is configuring their own positioning, internalizing a certain way of thinking, say, feel, and act on sexuality, playing in their practices the hegemonic discourse. In recent years, we are witnessing an era of rapid social and cultural changes, with the emergence of a State that promotes policies of recognition and guarantee of rights to historically neglected social actors, and the enactment of a comprehensive sex education law. These new social conditions would be in tension with the conceptions of teaching, challenging them to rethink the traditional ways in which it has faced sexual education in schools. This work is not an empirical verification of the exposed thesis but showing the theoretical elaborations that led to its construction.
In the last few centuries, medical discourses and morales have emerged as valid or “real” discourses on sexuality. With modernity are beginning to deploy specific devices of knowledge and power, to disciplinary bodies and shape sexuality. These devices are embodied in rules, traditions, laws, legal, school practices, and is also embodied in the subject building subjectivities. The teacher, crossed by these discourses is configuring their own positioning, internalizing a certain way of thinking, say, feel, and act on sexuality, playing in their practices the hegemonic discourse. In recent years, we are witnessing an era of rapid social and cultural changes, with the emergence of a State that promotes policies of recognition and guarantee of rights to historically neglected social actors, and the enactment of a comprehensive sex education law. These new social conditions would be in tension with the conceptions of teaching, challenging them to rethink the traditional ways in which it has faced sexual education in schools. This work is not an empirical verification of the exposed thesis but showing the theoretical elaborations that led to its construction.
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