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 elementary and middle school drag family dynamics where students do not maintain open communication with their parents or guardians, subsequently the adequacy of conditions outside the family nucleus allows the misinformation of the EIS through unqualified actors to guide young girls, generally groups of friends without a clear vision of life.
On the other hand, the role of the educational centers through teachers is quite limited, first because of moralistic prejudices and the culture of silence on the part of some teachers, which, together with the lack of a legal framework that makes the development of objective content in class programs more flexible for a more open educational process. In this sense, the present study allowed delving into the pedagogical perspectives of the students of Comprehensive Sexuality Education from the teaching practice; describing the main limitations for comprehensive education from the approach of sexual and reproductive rights and gender equality, as well as explaining the main causes of these limitations from the classroom environments and the interpellation of the teachers' feelings and thoughts.