The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training

This article presents methodological reflections based on a research that addresses the incorporation of ESI in the Curricular Designs of Secondary Education Teacher Training in the province of Córdoba. The research, framed within the qualitative methodology, used documentary analysis (of curricular...

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Detalles Bibliográficos
Autores principales: Molina, Candela Lihué, Montenegro, Guadalupe
Formato: Artículo revista
Lenguaje:Español
Publicado: Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2023
Materias:
Formación docente
Educación Sexual Integral
Currículum
Teacher training
Integral Sexual Education
Curriculum
Acceso en línea:https://revistas.unc.edu.ar/index.php/efi/article/view/41015
Aporte de:
Educación, formación e investigación de Universidad Nacional de Córdoba
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spelling I10-R284-article-410152023-05-02T15:07:39Z The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training La ESI en la formación inicial: Reflexiones situadas sobre un proceso de análisis de los diseños curriculares de los profesorados de educación secundaria Molina, Candela Lihué Montenegro, Guadalupe Formación docente Educación Sexual Integral Currículum Teacher training Integral Sexual Education Curriculum This article presents methodological reflections based on a research that addresses the incorporation of ESI in the Curricular Designs of Secondary Education Teacher Training in the province of Córdoba. The research, framed within the qualitative methodology, used documentary analysis (of curricular designs) and in-depth interviews (with key actors of the provincial Ministry of Education) as strategies for the construction of data.  The article presents a situated reflection based on the consideration that theoretical positions are inseparable from methodological decisions. In this sense, the selection of methodological strategies based on a certain theoretical conception of the curriculum and the implications this had on the analysis are made explicit. It also focuses on the use of the interview for curriculum analysis, and considers the implications of memory and forgetting in its development, in order to conclude that forgetting can become a datum that allows the analysis of the process to become more complex. The elements not recalled in the interviews allow us to make assertions about the position of the actors involved and their forms of participation, as well as about the authorship of the curricular text. En este artículo, se presentan reflexiones metodológicas basadas en una investigación que aborda la incorporación de la ESI en los diseños curriculares de los profesorados de Educación Secundaria en la provincia de Córdoba. La investigación, enmarcada en la metodología cualitativa, utilizó el análisis documental (de los diseños curriculares) y la entrevista en profundidad (a actores clave del Ministerio de Educación provincial) como estrategias para la construcción de datos.  El artículo presenta una reflexión situada a partir de considerar que los posicionamientos teóricos son inescindibles de las decisiones metodológicas. En este sentido, se explicita la selección de estrategias metodológicas a partir de una determinada concepción teórica del currículum y las implicancias que esto tuvo en el análisis. Asimismo, se focaliza en el uso de la entrevista para el análisis curricular, y se consideran las implicancias de la memoria y el olvido en su desarrollo, para concluir que el olvido puede constituirse en un dato que permite complejizar el análisis del proceso. Los elementos no recordados en las entrevistas permiten realizar afirmaciones sobre la posición de los actores involucrados y sus formas de participación, así como sobre la autoría del texto curricular. Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2023-05-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo application/pdf https://revistas.unc.edu.ar/index.php/efi/article/view/41015 Educación, formación e investigación; Vol. 9 Núm. 14 (2023): Investigación educativa y formación docente; 69-82 2422-5975 spa https://revistas.unc.edu.ar/index.php/efi/article/view/41015/41097 https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-284
container_title_str Educación, formación e investigación
language Español
format Artículo revista
topic Formación docente
Educación Sexual Integral
Currículum
Teacher training
Integral Sexual Education
Curriculum
spellingShingle Formación docente
Educación Sexual Integral
Currículum
Teacher training
Integral Sexual Education
Curriculum
Molina, Candela Lihué
Montenegro, Guadalupe
The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
topic_facet Formación docente
Educación Sexual Integral
Currículum
Teacher training
Integral Sexual Education
Curriculum
author Molina, Candela Lihué
Montenegro, Guadalupe
author_facet Molina, Candela Lihué
Montenegro, Guadalupe
author_sort Molina, Candela Lihué
title The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
title_short The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
title_full The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
title_fullStr The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
title_full_unstemmed The Integral sexual education in initial teacher training: Situated reflections on a process of analysis of the curricular designs of secondary education teachers training
title_sort integral sexual education in initial teacher training: situated reflections on a process of analysis of the curricular designs of secondary education teachers training
description This article presents methodological reflections based on a research that addresses the incorporation of ESI in the Curricular Designs of Secondary Education Teacher Training in the province of Córdoba. The research, framed within the qualitative methodology, used documentary analysis (of curricular designs) and in-depth interviews (with key actors of the provincial Ministry of Education) as strategies for the construction of data.  The article presents a situated reflection based on the consideration that theoretical positions are inseparable from methodological decisions. In this sense, the selection of methodological strategies based on a certain theoretical conception of the curriculum and the implications this had on the analysis are made explicit. It also focuses on the use of the interview for curriculum analysis, and considers the implications of memory and forgetting in its development, in order to conclude that forgetting can become a datum that allows the analysis of the process to become more complex. The elements not recalled in the interviews allow us to make assertions about the position of the actors involved and their forms of participation, as well as about the authorship of the curricular text.
publisher Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina
publishDate 2023
url https://revistas.unc.edu.ar/index.php/efi/article/view/41015
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