The curricular of ESI in initial teacher training: becomings and resumption

This article describes the process of curricularizing ESI in initial teacher training in the province of Chubut, particularly in higher education institutions, as a result of a pedagogical policy framework that created conditions for such a transformation. It also describes how its incorporation ena...

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Autor principal: Gómez, José Luis
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
Comprehensive sexuality education
Initial Teacher training
Curricularization
educación sexual integral
Formación docente Inicial
Curricularización
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17336
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-17336
record_format ojs
spelling I28-R262-article-173362026-01-06T13:25:20Z The curricular of ESI in initial teacher training: becomings and resumption La curricularización de la ESI en la formación docente inicial: devenires y reanudamientos Gómez, José Luis Comprehensive sexuality education Initial Teacher training Curricularization educación sexual integral Formación docente Inicial Curricularización This article describes the process of curricularizing ESI in initial teacher training in the province of Chubut, particularly in higher education institutions, as a result of a pedagogical policy framework that created conditions for such a transformation. It also describes how its incorporation enabled modifications in the pedagogical-didactic and ethical-political approach to training, presenting scope, challenges, and new approaches within the framework of national and jurisdictional anti-rights policies. At this point, we must refer that it is prepared by recovering some results of the fieldwork carried out for the Master's degree in Education at the National University of Quilmes (2022), in the final thesis that investigated the pedagogical challenges linked to ESI in the professional development of beginning teachers of Special Education with a focus on intellectual disabilities, in Esquel (Chubut), between the years 2019 and 2022, based on the enactment of ESI Law No. 26,150 and the national and jurisdictional pedagogical political framework that began in 2006, taking as a case study graduates from the only institute with such an offer in the town. En este artículo se caracteriza el proceso de curricularización de la Educación Sexual Integral en la formación docente inicial de la provincia de Chubut, particularmente en Institutos de Educación Superior, como resultado de un marco político-pedagógico que generó condiciones de posibilidad para dicha transformación. A su vez, se da cuenta de cómo su incorporación posibilitó modificaciones en la propuesta pedagógico-didáctica y ético-política de la formación, presentando alcances, desafíos y nuevos reanudamientos en el marco de las políticas nacionales y jurisdiccionales antiderechos.  Este informe se elabora recuperando algunos resultados del trabajo de campo realizado para la maestría en Educación de la Universidad Nacional de Quilmes (2022), para la tesis final que indagó sobre los desafíos pedagógicos vinculados a la ESI en el desarrollo profesional de profesorxs principiantes de Educación Especial con orientación en discapacidad intelectual, en Esquel (Chubut), entre 2019 y 2022, a partir de la sanción de la Ley ESI Nº 26.150 y del marco político-pedagógico nacional y jurisdiccional iniciado en 2006, tomando como estudio de caso a egresadxs del único instituto con dicha oferta en la localidad.  Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17336 10.34096/iice.n58.17336 Revista del IICE; Núm. 58 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17336/15777 Derechos de autor 2025 José Luis Gómez https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic Comprehensive sexuality education
Initial Teacher training
Curricularization
educación sexual integral
Formación docente Inicial
Curricularización
spellingShingle Comprehensive sexuality education
Initial Teacher training
Curricularization
educación sexual integral
Formación docente Inicial
Curricularización
Gómez, José Luis
The curricular of ESI in initial teacher training: becomings and resumption
topic_facet Comprehensive sexuality education
Initial Teacher training
Curricularization
educación sexual integral
Formación docente Inicial
Curricularización
author Gómez, José Luis
author_facet Gómez, José Luis
author_sort Gómez, José Luis
title The curricular of ESI in initial teacher training: becomings and resumption
title_short The curricular of ESI in initial teacher training: becomings and resumption
title_full The curricular of ESI in initial teacher training: becomings and resumption
title_fullStr The curricular of ESI in initial teacher training: becomings and resumption
title_full_unstemmed The curricular of ESI in initial teacher training: becomings and resumption
title_sort curricular of esi in initial teacher training: becomings and resumption
description This article describes the process of curricularizing ESI in initial teacher training in the province of Chubut, particularly in higher education institutions, as a result of a pedagogical policy framework that created conditions for such a transformation. It also describes how its incorporation enabled modifications in the pedagogical-didactic and ethical-political approach to training, presenting scope, challenges, and new approaches within the framework of national and jurisdictional anti-rights policies. At this point, we must refer that it is prepared by recovering some results of the fieldwork carried out for the Master's degree in Education at the National University of Quilmes (2022), in the final thesis that investigated the pedagogical challenges linked to ESI in the professional development of beginning teachers of Special Education with a focus on intellectual disabilities, in Esquel (Chubut), between the years 2019 and 2022, based on the enactment of ESI Law No. 26,150 and the national and jurisdictional pedagogical political framework that began in 2006, taking as a case study graduates from the only institute with such an offer in the town.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/17336
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last_indexed 2026-01-13T05:02:56Z
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