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Sex education in the contemporary world: A
comprehensive focus and of gender
Heras Sevilla, D.1 y Tapia Hernández, S.I.2
Department of Education Sciences.
University of Burgos.
Tel.: +34 947 111416
E-mail: dheras@ubu.es1 y stapia@ubu.es2
COMPREHENSIVE SEXUALITY EDUCATION
Promoting Comprehensive Sexuality Education, Holistic and Gender approached, that questions
heteronormativity, gender culture and dichotomic sexuality, built in a hierarquical and androcentric
world.
a) Addressing gender as a discriminatory social construction passed on in collectivization, and
including equality, gender roles and rules, as well as gender violence.
b) Addressing Human Sexuality from a global and positive perspective.
c) Considering Sexual and Reproductive Health that understands procreation as a right, not an
obligation and guarantees copmpliance with Sexual and Reproductive Rights.
d) Introducing issues like body changes (puberty and old age) and its consequences, that
acknowledges sexual body and encourages its knowledge as territory of self-identity; different
sexual practices; sexual diversity visibilizing LGTBQ community.
d) Addressing sexuality in different stages of life, as well as different collectives.
e) Using feminist methodology in small groups as mutual knowledge spaces.
The necessity of implementing the Sexuality Education in the curriculum is currently accepted by the scientific community
and the wider society. Besides, it´s recorded as a right in the Declaration of Sexual Rights (1997). Under debate is the way
of educating sexually, that is to say, the practical educational approach. Nevertheless, scientific evidence supports the good
results in what´s called Comprehensive Sexuality Education (CSE), the approach we are analyzing in this paper: contents,
didactics methodology, results and limitations on implementation of the Gender Approach.
CONCLUSIONS
STUDIES CHARACTERISTICS CONTENTS
Barbee,
Cunningham,
van Zyl, Antle, &
Langley (2016)
Program applied to1448
impoverished youths in the
US
Setting life goals, personality and family-of-origin
issues in relationships, smart love, sliding versus
deciding, safety issues, healthy communication
strategies, problem solving, commitment and
relationship decision-making, and sexuality in
close relationships
Lamb &
Randazzo
(2016)
Worked and evaluated a
program based on rights
Friendship, love and lust; consent and coercion,
feelings, shame and religion; media objectification;
pornography; and pleasure and human rights.
Vanwesenbeec,
Westenenga, de
Boer, Reindersa,
& van Zorgea
(2016)
Analysis of the program
“The World Starts With Me”
acknowledg by UNESCO in
2010 as model of the CSE
program.
Modules on self-awareness, decision-making,
identity and sexual development, the role of the
social environment (including media), gender and
rights, sex and love (orientation, pleasure), sexual
health problems, and life skill.
Paiva, Villar,
Souza, & Lemos
(2015)
Analysis of PAISM (Integral
Care for Women´sHealth
Program ) in Brasil.
Own body, sexuality and procreation, illness,
gender and family relationships.
Quaresma da
Silva (2013)
Analiysis of 56 schools´
programs in Novo
Hamburgo (Brasil)
Hygiene, corporal differences, procreation, teen
pregnancy and STD.
Kirby (2011) Analysis of 97 Sexuality
Education program.
8 key aspects of most effective programs:
Rigour and scientific nature in information;
perceived risk; attitudes towards condom use;
partner´s choice.
MOST OF…
•SELF-EFFICACY AND DECISION MAKING
•COMUNICATION AND PROBLEM
RESPONSE
•STD AND CONDOMS USE
•PARTNER AND LOVE
•ANATOMY AND CORPORAL DIFFERENCES
•PROCREATION AND UNWANTED
PREGNANCY
SOME…
•GENDER IDENTITY
•COERTION AND CONSENT
•SEXUAL RIGHTS
•PLEASURE AND DESIRE
ABSENCE…
•GENDER APPROACH
•SEXUAL AND GENDER DIVERSITIES
(LGTBQ)
•CULTURAL DIVERSITY (Ethnity)
•SEXUALITIES AND DISABILITY
•INFANCY AND OLD AGE SEXUALITIES
PEDAGOGICAL ASPECTS
SCIENTIFICALLY TRAINED
FACULTY, WITH POSITIVE AND
NATURAL ATTITUDE TOWARDS
SEXUAL HUMAN FACT.
Interactive and participatory methodology
Variety of resources…
Working with previous ideas and
experience. Discussion and debates Empowerment
SEXUALITY EDUCATION FROM A
HOLISTIC APPROACH
(NOTICEABLE GENDER APPROACH)
Fuente: Ketting, Friele, &
Michielsen (2016, pp. 73)
ABSENCE OF FEMINIST METHODOLOGY
Barbee, A. P., Cunningham, M. R., van Zyl, M. A., Antle, B. F., & Langley, C. N. (2016). Impact of Two Adolescent Pregnancy Prevention Interventions on
Risky Sexual Behavior: A Three-Arm Cluster Randomized Control Trial. American journal of public health, 106(S1), S85-S90.
Ketting, E., Friele, M., & Michielsen, K. (2016). Evaluation of holistic sexuality education: A European expert group consensus agreement. The European
Journal of Contraception & Reproductive Health Care, 21(1), 68-80.
Kirby, D. (2011). The impact of sex education on the sexual behaviour of young people. (Population Division, Expert Paper No. 2011/12). New York: United
Nations. Department of Economic and Social Affairs.
Lamb, S., & Randazzo, R. (2016). An examination of the effectiveness of a sexual ethics curriculum. Journal of Moral Education,45(1), 16-30
Paiva, C. C. N. D., Villar, A. S. E., Souza, M. D. D. D., & Lemos, A. (2015). Health education according to the precepts of the feminist movement:
innovative strategies to promote sexual and reproductive health. Escola Anna Nery, 19(4), 685-691.
Quaresma da Silva, D. (2013). Lo legitimado y lo estigmatizado: Género y Sexualidad en la Educación Sexual. Revista Interamericana de Psicología,
47(3), 441-448
Vanwesenbeeck, I., Westeneng, J., de Boer, T., Reinders, J., & van Zorge, R. (2016). Lessons learned from a decade implementing Comprehensive
Sexuality Education in resource poor settings: The World Starts W ithM e. Sex Education,16(5), 471-486.
