Humanistic perspective in the teaching of sexuality: towards continuing education

Abstract

Current curricula are structured according to traditional paradigms of sexuality education, based on biological perspectives that exclude the subjective dimension of the individual. This narrow approach favors partial views that fragment knowledge and limit the possibilities for pedagogical interaction. A study conducted at an educational institution explored the adequacy of the coexistence manual in relation to situations of aggression, particularly those related to sexual violence. The results revealed that approximately 25% of students disagreed with the effectiveness of these institutional regulations in addressing these types of issues. It is worth noting that Decree 39 of 1965 recognizes that school conflicts, cyberbullying, and sexual violence constitute forms of violation of the rights of children and adolescents. Therefore, specific response protocols are established, oriented to the nature of the conflict, with the goal of preserving school harmony and guaranteeing institutional safety. Risk factors and intervention strategies: Initially, a significant number of students expressed fear upon entering the school. However, after the implementation of a targeted intervention, a slight improvement was observed in their perception of their surroundings. Many students reported having been victims of cyberbullying, bullying, or mistreatment related to their physical characteristics, way of thinking, or sexual orientation. In some cases, these situations were associated with a lack of values ​​in their family environment, religious affiliation, learning difficulties, sports practice, artistic activities such as choreography, or substance use.