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La Educación Sexual Integral en la enseñanza de inglés del nivel secundario de la Provincia de Buenos Aires Resolución /15 Dictamen 9819 Puntaje 0,44 20hs reloj Proyecto 102/15 NC Destinatarios: SecundariaXXD, XVD, XXSSecundaria/PF (IGS, ING, EST)MediaXXD, XVD, XXSMedia/PF (/4F)Tecn. Prof.XXD, XVD, XXSTecn. Prof./PF (-4F, IGS)AdultosXXD, XVD, XXSAdultos/PF (+4F) Dirección de Capacitación Provincia de Buenos Aires Capacitador ETR Oscar Marino 2016
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Objetivos Profundizar el análisis de la Ley de Educación Sexual Integral 26150/06 , sus alcances, objetivos y marco teórico. Incorporar nuevos conocimientos que favorezcan la revisión de las prácticas institucionales y áulicas y la actualización de saberes sobre diversas tendencias y abordajes teóricos en torno a los ejes de contenidos propuestos. Analizar los Lineamientos Curriculares Federales para su abordaje en las instituciones educativas. Vincular los contenidos de la Educación Sexual Integral con la enseñanza de distintas materias de los Diseños Curriculares de la Jurisdicción. Facilitar procesos de diseño, planificación y puesta en práctica de secuencias didácticas para el área de Inglés.
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Intercultural competence According to Byram, IC is more complex than Communicative Competence, precisely because it focuses on ‘establishing and maintaining relationships’ instead of merely communicating messages or exchanging information (Byram, l997b: 3).
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Components of intercultural framework.
Knowledge knowledge about world countries and cultures, and about global problems, their causes and solutions; Skills skills of critical thinking, cooperative problem solving, conflict resolution, and seeing issues from multiple perspective; Attitudes attitudes of global awareness, cultural appreciation, respect for diversity, and empathy; Action the final aim of global learning is to have students “think globally and act locally”
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Private fears or concerns
Issues related to sexuality education can be very confronting for teachers, particularly if they have little or no experience teaching this subject. Teachers may have concerns about addressing these issues with their students. Common concerns are related to the age appropriateness, content, student and parent reactions or their own confidence and comfort in dealing with issues that may arise in the classroom.
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Feelings and concerns teachers have about teaching sexuality education
Personal feelings – worried, fear, scared, expectations, uncertainty, apprehension, reputation, embarrassment, non-confident, under prepared, inexperienced sexually, terrified, awkward, contradictions Experience – none, limited, negative, own school/home/social experience, religious beliefs. Doubts – skills, knowledge, confidence, personal experience, resources, to be in touch with children and adolescents, appropriate responses to questions. Fears – making students uncomfortable, disclosing too much to students about personal life, teacher opposition, parental opposition, school and community opposition, cultural issues, making judgments, legal ramifications. Inadequate teacher education – appropriate teaching strategies, resources, dealing with sensitive issues, responses if students disclose, available resources, use of outside agencies, opinions of other staff.
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What is involved within this term?
Sexuality Activity Write five words related to the term
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‘Sexuality can be a source of great pleasure and meaning in life
‘Sexuality can be a source of great pleasure and meaning in life. Sexual activity is only one aspect of sexuality. People experience sexuality through their physical feelings, emotions, thoughts, identity, and relationships. Cultural norms, individual experiences, and hormones all influence the way we understand and experience sexuality.’ International Sexuality and HIV Curriculum Working Group, 2009
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Difference between sex and sexuality Do not confuse the terms!
refers to the total expression of who you are as a human being, your femaleness or your maleness. Our sexuality begins at birth and ends at death. Everyone is a sexual being. Your sexuality is an interplay between body image, gender identity, gender role, sexual orientation, eroticism, genitals, intimacy, relationships, and love and affection. A person's sexuality includes his or her attitudes, values, knowledge and behaviors. How people express their sexuality is influenced by their families, culture, society, faith and beliefs. refers to whether or not a person is male or female, whether a person has a penis or vagina. Many of you may have noticed on different forms you have completed for school or at the doctor’s office that there is often a question on the form called "Sex." You are required to check either male or female. Sex is also commonly used as an abbreviation to refer to sexual intercourse.
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School or family Who should teach about sexuality?
Who should teach about sexuality?
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BUT… Despite the clear and pressing need for effective school-based sexuality education, there is a ‘perceived’ or ‘anticipated’ resistance resulting from misunderstandings about the nature, purpose and effects of sexuality education. Evidence suggests that many people, including education ministry staff, school principals and teachers, may not be convinced of the need to provide sexuality education, or else are reluctant to provide it because they lack the confidence and skills to do so. Teachers’ personal or professional values could also be in conflict with the issues they are being asked to address, or else there is no clear guidance about what to teach and how to teach it.
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Common concerns about the provision of sexuality education
1 Sexuality education leads to early sex. 2 Sexuality education deprives children of their innocence. 3 Sexuality education is against our culture or religion. 4 It is the role of parents and the extended family to educate our young people about sexuality. 5 Parents will object to sexuality education being taught in schools. 6 Sexuality education may be good for young people, but not for young children. 7 Teachers may be willing to teach sexuality education but are uncomfortable, lacking in skills or afraid to do so. Sexuality education is already covered in other subjects (Biology, Science, Health and adolescence ) Sexuality Education should promote values. Match the answers
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26150
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Ley Ley Res. CFE 45/08
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¿Cuando trabajamos en Educación Sexual Integral en la escuela?
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¿Cómo abordamos contenidos relacionados a ESI?
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LINEAMIENTOS CURRICULARES PARA LA EDUCACIÓN SEXUAL INTEGRAL
PROGRAMA NACIONAL DE EDUCACIÓN SEXUAL INTEGRAL LEY NACIONAL No DOC Ministerio de Educación Consejo Federal de Educación Resolución CFE N° 45/08 29 de mayo de 2008
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The rationale for Sexuality Education DOC
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Which topics would you like to work with?
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https://youtu.be/Rcwkedn31hs
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Time to start planning your teaching sequence
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USEFUL TOOLS FOR PLANNING
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A Six Stage- Framework.
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Possible strategies and/or final products
Informative leaflets Notice board Lab experiences Short videos Publicity Interactive games Oral presentations Interview with a professional Graphics Models Banners Costumes Recipes Exhibition and/or home-made products Recycled products Photographic show Sculptures Art exhibitions Possible themes Any of the topics included in the 6 key concepts Relationship Values, attitudes and skills Culture, society and Human Rights Human development Sexual behaviour Sexual and reproductive Health
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Suggested template
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The content is the starting point of the planning process
According to Doyle, “… it is fundamental to CLIL that the content of the topic, project, theme, syllabus leads the way. This means that: The content is the starting point of the planning process
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Other examples from the Simpsons
( Lisa and Stacy Malibu) ( Las chicas solo quieren sumar)
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Second meeting
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Propósitos de la ESI
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Ley Ley Res. CFE 45/08
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Ofrecer oportunidades de ampliar el horizonte cultural desde el cual cada niño, niña o adolescente desarrolla plenamente su subjetividad reconociendo sus derechos y responsabilidades y respetando y reconociendo los derechos y responsabilidades de las otras personas.
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Expresar, reflexionar y valorar las emociones y los sentimientos presentes en las relaciones humanas en relación con la sexualidad, reconociendo, respetando y haciendo respetar los derechos humanos.
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Estimular la apropiación del enfoque de los derechos humanos como orientación para la convivencia social y la integración a la vida institucional y comunitaria, respetando, a la vez, la libertad de enseñanza, en el marco del cumplimiento de los preceptos constitucionales.
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Propiciar el conocimiento del cuerpo humano, brindando información básica sobre la dimensión anatómica y fisiológica de la sexualidad pertinente para cada edad y grupo escolar.
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Promover hábitos de cuidado del cuerpo y promoción de la salud en general y la salud sexual y reproductiva en particular, de acuerdo a la franja etaria de los educandos.
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Promover una educación en valores y actitudes relacionados con la solidaridad, el amor, el respeto a la intimidad propia y ajena, el respeto por la vida y la integridad de las personas y con el desarrollo de actitudes responsables ante la sexualidad.
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Presentar oportunidades para el conocimiento y el respeto de sí mismo/a y de su propio cuerpo, con sus cambios y continuidades tanto en su aspecto físico como en sus necesidades, sus emociones y sentimientos y sus modos de expresión.
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Promover aprendizajes de competencias relacionadas con la prevención de las diversas formas de vulneración de derechos: maltrato infantil, abuso sexual, trata de niños
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Propiciar aprendizajes basados en el respeto por la diversidad y el rechazo por todas las formas de discriminación.
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Desarrollar competencias para la verbalización de sentimientos, necesidades, emociones, problemas y la resolución de conflictos a través del diálogo.
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How is discourse related to CSE?
Activity about the media What is discourse? How is discourse related to CSE? Page 143
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Discourse: A definition
In an effort to understand the relationship between language, social institutions, subjectivity and power, Michel Foucault conceptualised what he called a discursive field, which he saw as: ‘... competing ways of giving meaning to the world and of organizing social institutions and processes’ (Weedon 1987, p. 35). These discursive fields contain a number of competing discourses, which position people so that they have differential access to power. For feminists, discourses influence social institutions and individual subjectivity. Discourses also represent political interests and, as such, are sites for the access to the power that this provides. Page 150
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https://youtu.be/eftAnO_inVI
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Sex and gender Distinctions are made between sex and gender and the point is made that androgyny does not fit the strict categorisations of male and female. Advertisements use a gender code because they need to communicate ‘quickly and deeply’ – thus the gender displays in advertisements are made to look ‘normal’ because they draw on already existing codes of masculinity and femininity. It is a must to make the invisible visible so as to deconstruct ‘the environment in order to see ourselves in a new light’. One scene portrayed in the Seinfeld television series in which a beautiful girl has ‘man hands’ is used to introduce how hands are treated in advertising. Women’s hands are portrayed with in such a way that they need care and protection; while men’s hands are portrayed as powerful and assertive – the male touch is utilitarian, bold, firm, commanding.
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The ritualisation of subordination
Women are often pictured lying down – a defenceless position signifying powerlessness – and these portrayals are always sexualised. Female sexuality is submissive, powerless and dependant. Gay men are portrayed in similar ways, signifying their subordination and links with femininity. Women are often seen in odd postures ( one leg drawn up, leaning the head or body to one side); in ridiculous poses (hiding part of their face with their hands). The point is that we don’t notice this is strange unless men adopt these postures.
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Licensed withdrawal Women are also posed not paying attention, looking off into the distance, in a world of their own. Or else they are over-engaged – laughing hysterically, losing emotional control. Men are presented in the opposite way – women drift; men anchor and protect.
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Infantilisation Adult women never leave girlhood behind. They are presented in infantilised ways – sucking fingers for example – which are at the same time sexualised. All of this is seen as unremarkable, normal and natural. Women are often shown hiding like children from the world as well – they adopt silly positions; they are doll like; they are often posed with young girls or children who look like them and even dress like them.
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Codes of masculinity We cannot speak of codes of femininity without speaking of masculinity – femininity’s opposite. Men are portrayed as balanced, upright, grounded, prepared – their gaze is directed outwards and they are active in the world. There are exceptions when this code is relaxed (a shift because of the prominence of men’s fashion perhaps???). The challenge, however, is that you can’t imply that men are gay if you want to sell clothes.
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Trapped in the code Potentially code-breaking representations of feminine power do exist, but on investigation even these are not enough to break the code. Jhally gives an example of female athletes. They are often portrayed as glamorous, and striking submissive poses – they can’t be too strong or mannish or they would be accused of being lesbians. Action films and sport are coded as masculine, so female athletes need to prove that they are women, otherwise female heterosexuality would be at risk.
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History, power and gender display
The images and portrayals we’ve been discussing aren’t created out of thin air. Advertising makes use of what is already there in our culture. According to Jhally, in order to understand the present we have to analyse the past. He uses a European oil painting as one example – women present themselves to be gazed at, and men gaze. Advertising reflects the past even as it creates a new reality. Guess jeans ads are analysed in some detail and Paul Marciano, who created the Guess campaign, explicitly harks back to Vargas drawings that depict women as subordinate and in poses that Marciano copies – ‘Our fantasies: Your realities’. Deconstruction makes the ‘normal’ strange and what is ‘invisible’ visible.
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https://youtu.be/952iTDklZOc
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https://youtu.be/MGd_moTzJI8
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