Concepciones de los maestros sobre la educación sexual infantil, en el marco de la educación integral

This research is framed from the following conceptual theoretical categories: the role of the teacher, early childhood, comprehensive development and sex education, which allow from a literature search and a confrontation with real practices, to understand the institutional dynamics and the conceptions that Transition teachers have regarding sex education in early childhood, within the framework of comprehensive education in the Nazareth school of the municipality of Bello Antioquia. For this research, a qualitative methodology followed by a narrative approach was used; likewise, techniques and instruments such as the interview accompanied by photography were used, which allowed the approach of the initial topic. For this purpose, the voices of two teachers from the aforementioned school were taken as a sample, from which it was possible to identify the conceptions they have regarding sexual education. Finally, some considerations are presented highlighting the importance of the teacher's role and the adequate practices in the sexual education of children as part of their integral formation

• Autores: Ospina Castaño, Laura Catalina; Vahos Gómez, Yasmin Elena
• Fecha de publicación: 2021
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/8358
• Acceso en línea: http://hdl.handle.net/10819/8358
• Palabra clave: Primera infancia; Concepciones; Desarrollo integral; Rol del maestro; Sex education; Early childhood; Conceptions; Integral development; Teacher's role; Educación sexual; Personal docente
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia