El recorrido seguido a partir de las transformaciones del currículum y los cambios legislativos sucedidos en el contexto español no parecen haber dado respuesta a las demandas que organizaciones clave como la OMS o la UNESCO han pronunciado en torno al concepto de educación sexual. Este artículo busca adentrarse en la realidad pasada y presente del tratamiento de aspectos como el cuerpo, las emociones, las relaciones interpersonales y las cuestiones ligadas a la igualdad entre sexos y al género en educación obligatoria de nuestro país. Para ello se lleva a cabo un procedimiento de revisión de la legislación educativa que parte de la LGE de 1970 y llega hasta la actual LOMCE y en el que se desgranan las aportaciones y evidencias detectadas en torno a este tema. Así mismo, el artículo pretende dibujar el recorrido del marco académico de la sexología y la educación sexual como ámbitos del conocimiento, resaltando las tendencias más significativas. Finalmente, las conclusiones pretenden dibujar la situación actual de la educación sexual como cuerpo teórico en la etapa secundaria y señalar claves necesarias para que tales contenidos sean incorporados en el currículo educativo y en la formación continua e inicial de profesionales de la educación. The curricular transformations and the legislative changes occurred in the Spanish context do not seem to have addressed the demands that key organizations such as OMS or UNESCO have made about sex education. In the specific context of Spanish Secondary Compulsory Education, the present article taps into the past and present of concepts such as the body, emotions, interpersonal relationships and issues linked to equality and gender. To this end, we conducted a review of the educational legislation from the LGE of 1970 to the current LOMCE with a view to tapping into the most important implications of these legislative frameworks. This article also aims to picture the reality of the academic framework of sexology and sex education looked at as areas of knowledge, highlighting the most significant trends. Finally, we map out the current situation of sexual education as a theoretical body in secondary education. We also highlight the keys which might encourage the incorporation of sex education in the educational curriculum and in the initial and continuous training programs for education professionals.
"Educación sexual mediática". Incorporando la alfabetización mediática crítica en un programa de educación sexual para educación secundaria obligatoria. "Sexual mediatic education". Incorporating critic media literacy into a sexual education program for compulsory secondary education. doi: 10.15213/redes.n12.p194 soraya calvo González RESUMENDurante el año 2013 y como trabajo final de investigación dentro del Máster Oficial "Intervención e investigación socioeducativa" de la Universidad de Oviedo pusimos en marcha una investigación orientada a conocer el uso cotidiano que los y las jóvenes de entre 14 y 16 años hacían de las redes sociales para comunicarse emocional y afectivamente partiendo de un diseño de propuesta de actualización del programa de educación afectivo-sexual "Ni Ogros Ni Princesas". Esa investigación arrojó datos que confirmaron la necesidad de desarrollar e implementar estrategias de intervención complementarias al programa desde las perspectivas de educomunicadora y sexológica.En línea con esos datos y con el objetivo de incorporar los resultados del estudio a la práctica docente real, se publicó en colaboración con el Instituto Asturiano de la Mujer la Unidad Didáctica "Identidades digitales" (calvo, 2014) dentro de la colección "Materiales didácticos para la coeducación". En ella se presentan sesiones organizadas a lo largo de los diferentes cursos de la ESO para trabajar aspectos como privacidad e intimidad, gestión de relaciones personales o emocionales, empoderamiento y uso crítico de las Tecnologías de la Información y la Comunicación (TICs), entre otros. palabras clave: sexoloGía, educomunicación, educación sexual, redes sociales, identidades diGitales. | issn 1696-2079 ABSTRACTDuring the year 2013, as final research project for the official master degree "Intervention and investigation in social education" of the University of Oviedo, we got started a research orientated to understand what kind of use young people from 14 to 16 years old make of social networks, in order to communicate emotional and affectively. All of it based on a design of updating proposal for the program for sexual-affective education, "Ni Ogros ni Princesas". This research provided information that confirmed the need to develop and apply complementary intervention strategies from educommunication and sexology point of view. According to this information and with the aim to incorporate the results of the studies in the real teaching practice, teaching unit "Digital identities" (calvo, 2014) got included in the collection "Teaching materials for coeduation", in colaboration with the Asturian Women Institution. In this teaching unit, programmed sessions to work gradually, along every ESO (Secundary Obligatory Education) course are introduced, with topics like privacy and intimacy, personal or emotional relationships management, empowerment and responsible use of Information and Comunication Technologies (ICT´s).
Results Among 431 participants across 1,258 visits, 9.3% ( 40/ 431) of participants were MSMW and 90.7% MSM. 30% of MSMW were living with HIV (12/40) compared to 52.4% (205/391) of MSM (p=0.007). In adjusted analysis, MSMW had higher odds of: not discussing sexual orientation/behavior with healthcare providers (AOR 2.19; 95% CI 1.10-4.35), unknown last partner HIV serostatus (2.19; 1.23-3.89), transactional sex (4.35; 2.27-8.36) and last partner also being MSMW (2.10; 1.10-4.02), compared to MSM. Conclusion Despite riskier behaviors for HIV/STI transmission, MSMW had lower odds of discussing these behaviors with their healthcare providers, representing potentially missed opportunities for HIV/STI screening and prevention. Additionally, MSMW had higher odds of having MSMW sexual partners, suggestive of high-risk MSMW sexual networks that may not be uncovered in routine patient-provider discussions and should be prioritized in HIV/STI interventions designed to reduce barriers and facilitate linkages to care.
Resumen: Las imágenes, en concreto las fotografías personales, son un elemento fundamental en las interacciones y auto representaciones que las personas ponen en juego en espacios de socialización digital. En este artículo se analizan algunos de los rasgos más significativos de las autofotos compartidas a través de Instagram desde una perspectiva crítica y de género, contextualizando estos resultados en un marco global que trata de ofrecer una aproximación al modelo de comunicación afectiva digital de las personas jóvenes. El estudio parte de una muestra de 403 perfiles en Instagram de chicos y chicas que durante el curso 2014-2015 cursaban 4º de E.S.O en diferentes centros educativos de Asturias. Para obtener informaciones de estos perfiles se emplearon estrategias que van desde la observación directa y el diario de campo digital hasta la aplicación de una utilidad informática que monitorizó y efectuó preanálisis de aspectos cuantificables de las imágenes recogidas. Los datos obtenidos fueron tratados de manera cualitativa siguiendo categorías descriptivas. Las evidencias arrojan conclusiones en torno a las diferencias de género detectadas entre los selfies de ellos y de ellas; la ritualidad del proceso de "hacerse un selfie" y las referencias socioculturales detectadas que aluden a una idea concreta de sexualidad. Palabras clave: Redes sociales, educación mediática, educación sexual, imagen, estereotipos de género, identidad en la red, roles sociales, jóvenes. Abstract: Images, specifically personal photographs, are key elements on interactions and selfrepresentations that people put on the line in digital socialization spaces. In this article we analize some of the most significant features about self-pictures or selfies shared on instagram, from a critical and gender perspective, contextualizing those results in a whole framework which aims to offer an approach to young people´s affective and digital communication model. The study starts from a sample of 403 profiles of boys and girls from different Asturian secondary schools on their 4º secondary compulsory course, in 2014-2015 academic year. In order to obtain information from these profiles, different strategies have been used, from direct observation and digital field diary to a computer tool called AUTOGRAM, which monitored and realized pre-analysis of measurable aspects of the collected images. The data obtained were treated in a qualitative manner, following descriptive categories. Evidences shed conclusions around the gender differences detected between boys and girls selfies, also treating the rituality of the "take a selfie" process and sociocultural references detected which point to an specific idea of sexuality.
Intimate partner violence (IPV) causes substantial physical and psychological trauma. Restrictions introduced in response to the COVID-19 pandemic, including lockdowns and movement restrictions, may exacerbate IPV risk and reduce access to IPV support services. This cross-sectional study examines IPV during COVID-19 restrictions in 30 countries from the International Sexual HeAlth and REproductive Health (I-SHARE) study conducted from July 20th, 2020, to February, 15th, 2021. IPV was a primary outcome measure adapted from a World Health Organization multicountry survey. Mixed-effects modeling was used to determine IPV correlates among participants stratified by cohabitation status. The sample included 23,067 participants from 30 countries. A total of 1,070/15,336 (7.0%) participants stated that they experienced IPV during COVID-19 restrictions. A total of 1,486/15,336 (9.2%) participants stated that they had experienced either physical or sexual partner violence before the restrictions, which then decreased to 1,070 (7.0%) after the restrictions. In general, identifying as a sexual minority and experiencing greater economic vulnerability were associated with higher odds of experiencing IPV during COVID-19 restrictions, which were accentuated among participants who were living with their partners. Greater stringency of COVID-19 restrictions and living in urban or semi-urban areas were associated with lower odds of experiencing IPV in some settings. The I-SHARE data suggest a substantial burden of IPV during COVID-19 restrictions. However, the restrictions were correlated with reduced IPV in some settings. There is a need for investing in specific support systems for survivors of IPV during the implementation of restrictions designed to contain infectious disease outbreaks.
RESUMOApresenta-se uma visita analítica, orientada para levantar alguns determinantes que configuram os processos de auto-representação e relação nos espaços digitais e que estabelecem as bases teóricas de uma abordagem didáctica desenhada pelo Conselho de Juventude das Astúrias (Espanha). Depois de se aprofundar nas características do modelo comunicativo e propor orientações estruturais para espaços de socialização online, o artigo enquadra a construção de simbolismos em torno das aplicações de citação (Wapo, Wapa, Tinder e Grindr) como seu tema central. O foco da análise é colocado nos usuários dessas aplicações, contemplados de uma perspectiva crítica com uma abordagem feminista. Propomos uma abordagem que aprofunda a hegemonia binária de gênero como força na auto-significação das identidades digitais e na dinâmica de interação. Finalmente, delineamos conclusões relevantes com o objectivo de despatrializar a educação com base numa proposta de formação de professores e profissionais da educação apresentada no guia "Novos espaços de sedução". PALAVRAS-CHAVE: Identidade digital. Relações interpessoais. Expressões de género. Apps de encontros. RESUMENSe presenta un recorrido analítico orientado a plantear algunos determinantes que configuran los procesos de auto representación y relación en espacios digitales y que sientan las bases teóricas de un planteamiento didáctico diseñado por el Consejo de la Juventud de Asturias (España). Tras profundizar en los rasgos del modelo comunicativo y plantear pautas estructurales de los espacios de socialización en línea; el artículo enmarca como tema central la construcción de los simbolismos en torno a las apps de citas (Wapo, Wapa, Tinder y Grindr). El foco del análisis se pone en las personas usuarias de estas aplicaciones, contempladas desde una perspectiva crítica con enfoque feminista. Planteamos un abordaje que ahonda cómo la hegemonía binarista de género se erige como elemento de fuerza en la autoresignificacion de identidades digitales y dinámicas de interacción. Por último, se esbozan conclusiones relevantes con el objetivo de despatriarcalizar la educación a partir de una propuesta de formación del profesorado y profesionales de la educación planteada en la guía "Nuevos espacios de seducción". PALABRAS-CLAVE: Identidad digital. Relaciones interpersonales. Expresiones de género. Apps de citas. ABSTRACTIn this article we present and analytical review oriented to raise some determinants that shape the processes of self-representation and relationship in digital spaces and that lay the theoretical foundations of a didactic approach designed by the Youth Council of Asturias (Spain). After delving into the features of the communicative model and proposing structural guidelines for online socialization spaces, the article frames the construction of symbolisms around the quotation apps (Wapo, Wapa, Tinder and Grindr) as its central theme. The focus of the analysis is placed on the users of these applications, contemplated from a critical perspective with a feminist approach...
Se analizan las necesidades y la situación de partida que detectamos tras estudiar las opiniones y percepciones que distintos profesionales de la educación tienen acerca del uso que las personas jóvenes hacen de las TIC para relacionarse emocionalmente. Nuestros datos fueron recogidos a partir de la aplicación de entrevistas semiestructuradas a informantes clave y grupos focales. Contamos con una muestra de 30 docentes en activo vinculados a 12 centros educativos de Asturias. El análisis cualitativo de tipo descriptivo y comparativo evidencia que existen importantes disonancias entre la visión del profesorado, la implicación de las familias y la vivencia cotidiana real del alumnado. Las disonancias detectadas son atribuidas a una falta de formación técnica y competencial. Esto se suma al desconocimiento que el profesorado siente y muestra en torno a los modelos de comunicación afectiva en redes sociales de las personas jóvenes. También se muestra una desconexión con los referentes mediáticos culturales y la influencia que estos tienen en la construcción identitaria y en la vinculación a valores, mitos e ideologías del colectivo adolescente. La distancia señalada dificulta el trabajo educativo significativo y la adecuación de contenidos y metodologías a las estrategias reales de interacción en las vivencias cotidianas del alumnado. En línea con los diferentes aspectos de interés y necesidades señaladas, aportamos conclusiones para la mejora de la situación en clave de equidad. Descriptores: Formación de docentes; Tecnología educacional; Joven; Comunicación; Competencias para la vida.It is analyzed the needs and the starting situation that we detect after studying the opinions and perceptions that different education professionals have about the use that young people make of ITC to relate emotionally. Our data were collected from the application of semi-structured interviews to key informants and focus groups. We have a sample of 30 teachers linked to 12 Asturian secondary schools. The descriptive and comparative qualitative analysis evidences the existence of important dissonances among teachers view, the implication of families and the real daily life of the students. The detected dissonances are attributed to a lack of competence and technical formation. All this adds to the lack of knowledge that teachers feel and show about affective communication models in in social networks of young people. It also shows a disconnection with the media cultural references and the influence of those in identity building and the relation to values, myths and ideologies. This is a handicap to develop significant educational work and to adapt contents and methodologies to real interaction strategies of students. According to different aspects of interest and indicated needs, we provide conclusions to improve the situation in terms of equity.
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