Pedagogical perspectives of comprehensive sexuality education in the classroom context in El Salvador.

Abstract

The problems of premature pregnancies and early motherhood in El Salvador during adolescence from basic and secondary education drag family dynamics where students do not maintain open communication with their parents or guardians, subsequently the adaptation of conditions outside the family nucleus allows misinformation of CSE through actors who are poorly qualified to guide young people, generally they are groups of friends without a clear vision of life.
On the other hand, the role of educational centers through teachers is quite limited, firstly due to moralistic prejudices and the culture of silence on the part of some teachers, coupled with the lack of a legal framework that makes the development of objective contents in class programs for a more open education process. In this sense, the present study allowed us to delve into the pedagogical perspectives of the students of Comprehensive Sexuality Education from the teaching practice; describing the main limitations for comprehensive training from the perspective of sexual and reproductive rights and gender equality, in the same way it allows explaining the main causes of these limitations from the classroom environments and the interpellation of the feelings and thoughts of teachers.