{"title":"Los caminos de la politización sexual en el campo educativo: una mirada sociosemiótica a la arena discursiva de la educación sexual en Argentina","authors":"F. Boccardi","doi":"10.18046/RECS.I34.4221","DOIUrl":null,"url":null,"abstract":"espanolLa formulacion de la politica publica referida a la educacion sexual integral en Argentina ha sido objeto de contiendas y disputas entre diferentes posiciones. En el presente articulo, abordaremos desde una perspectiva sociosemiotica las relaciones entre los diferentes posicionamientos discursivos que se trabaron en los procesos de formulacion de esta politica publica del campo educativo. La sancion de la Ley que obliga al sistema educativo de todo el pais a implementar la educacion sexual integral en las escuelas se inscribe en un campo de disputas sedimentado historicamente donde participan formaciones discursivas relativas a la biomedicina, los derechos humanos, la religion y los movimientos feministas. El analisis sociosemiotico que proponemos nos permite indagar genealogicamente tales relaciones de poder y senalar opacidades y vacios en la produccion formal de esta politica publica que operan como condiciones de enfrentamientos que permanecen vigentes. EnglishThe formulation of public policy regarding comprehensive sex education in Argentina has been the subject of contests and disputes between different positions. In this article, we will approach from a socio-semiotic perspective the relationships between the different discursive positions that were locked in the formulation processes of this public policy in the educational field. The enactment of the Law that obliges the educational system throughout the country to implement comprehensive sex education in schools is part of a historically settled field of disputes involving discursive formations related to biomedicine, human rights, religion and movements feminists. The socio-semiotic analysis that we propose allows us to genealogically investigate such power relations and point out opacities and gaps in the formal production of this public policy that operate as conditions of confrontations that remain in force.","PeriodicalId":43223,"journal":{"name":"Revista CS en Ciencias Sociales","volume":"1 1","pages":"211-239"},"PeriodicalIF":0.3000,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista CS en Ciencias Sociales","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18046/RECS.I34.4221","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"SOCIAL ISSUES","Score":null,"Total":0}
引用次数: 1
Abstract
espanolLa formulacion de la politica publica referida a la educacion sexual integral en Argentina ha sido objeto de contiendas y disputas entre diferentes posiciones. En el presente articulo, abordaremos desde una perspectiva sociosemiotica las relaciones entre los diferentes posicionamientos discursivos que se trabaron en los procesos de formulacion de esta politica publica del campo educativo. La sancion de la Ley que obliga al sistema educativo de todo el pais a implementar la educacion sexual integral en las escuelas se inscribe en un campo de disputas sedimentado historicamente donde participan formaciones discursivas relativas a la biomedicina, los derechos humanos, la religion y los movimientos feministas. El analisis sociosemiotico que proponemos nos permite indagar genealogicamente tales relaciones de poder y senalar opacidades y vacios en la produccion formal de esta politica publica que operan como condiciones de enfrentamientos que permanecen vigentes. EnglishThe formulation of public policy regarding comprehensive sex education in Argentina has been the subject of contests and disputes between different positions. In this article, we will approach from a socio-semiotic perspective the relationships between the different discursive positions that were locked in the formulation processes of this public policy in the educational field. The enactment of the Law that obliges the educational system throughout the country to implement comprehensive sex education in schools is part of a historically settled field of disputes involving discursive formations related to biomedicine, human rights, religion and movements feminists. The socio-semiotic analysis that we propose allows us to genealogically investigate such power relations and point out opacities and gaps in the formal production of this public policy that operate as conditions of confrontations that remain in force.