Educación sexual integral en contextos rurales: Sistematización de una experiencia pedagógica en la Institución Educativa Rural Isabel de la Trinidad (Palmor, Sierra Nevada de Santa Marta)
Fecha
2026
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Manizales
Referencia bibliográfica
Resumen
Este artículo presenta la sistematización de una experiencia pedagógica en Educación Sexual Integral (ESI) desarrollada en la Institución Educativa Rural Isabel de la Trinidad, ubicada en Palmor, corregimiento de la Sierra Nevada de Santa Marta, Colombia. El estudio se fundamenta en un enfoque cualitativo y crítico de derechos, con el propósito de comprender los sentidos, tensiones y silencios que emergen en torno a la sexualidad en contextos rurales, los cuales están influenciados por dinámicas culturales tradicionales, desigualdades estructurales y limitaciones institucionales. La sistematización se basó en técnicas como entrevistas semiestructuradas y grupos focales, involucrando a estudiantes y docentes. Los resultados evidencian la persistencia de enfoques biologicistas y normativos, así como la omisión del placer, el deseo y la diversidad sexual en los discursos escolares; esto contrasta con las realidades juveniles, lo que suele derivar en una toma de decisiones desinformada o de riesgo. Se concluye que una ESI situada y contextualizada constituye una apuesta pedagógica y política fundamental para la garantía de los derechos sexuales y reproductivos, así como para la formación de subjetividades críticas en territorios rurales.
This article presents the systematization of a pedagogical experience in Comprehensive Sexuality Education (CSE) carried out at the Institución Educativa Rural Isabel de la Trinidad, located in Palmor, a district in the Sierra Nevada de Santa Marta, Colombia. The study is grounded in a qualitative and critical rights-based approach, aiming to understand the meanings, tensions, and silences that emerge regarding sexuality in rural contexts, which are influenced by traditional cultural dynamics, structural inequalities, and institutional limitations. The systematization process utilized techniques such as semi-structured interviews and focus groups involving both students and teachers. The results demonstrate the persistence of biological and normative approaches, as well as the omission of pleasure, desire, and sexual diversity in school discourses; this contrasts with youth realities, often leading to uninformed or high-risk decision-making. It is concluded that a situated and contextualized CSE constitutes a fundamental pedagogical and political commitment to guaranteeing sexual and reproductive rights and fostering critical subjectivities in rural territories.
This article presents the systematization of a pedagogical experience in Comprehensive Sexuality Education (CSE) carried out at the Institución Educativa Rural Isabel de la Trinidad, located in Palmor, a district in the Sierra Nevada de Santa Marta, Colombia. The study is grounded in a qualitative and critical rights-based approach, aiming to understand the meanings, tensions, and silences that emerge regarding sexuality in rural contexts, which are influenced by traditional cultural dynamics, structural inequalities, and institutional limitations. The systematization process utilized techniques such as semi-structured interviews and focus groups involving both students and teachers. The results demonstrate the persistence of biological and normative approaches, as well as the omission of pleasure, desire, and sexual diversity in school discourses; this contrasts with youth realities, often leading to uninformed or high-risk decision-making. It is concluded that a situated and contextualized CSE constitutes a fundamental pedagogical and political commitment to guaranteeing sexual and reproductive rights and fostering critical subjectivities in rural territories.
Descripción
Palabras clave
Educación sexual, Ruralidad, Género, Sistematización de Experiencias
