Gender, affectivity and sexuality in primary education: case study of a Chilean program

Abstract

Contributing to the many initiatives around the globe that foster gender education in primary school, we present the pioneering case of Paillaco (Chile). An educational program on “gender, affectivity and sexuality”, implemented since 2014, which has been influential in challenging gender injustice in education in the region and offers a potential template for others to follow. This case study, framed as Feminist Activist Research, aims to identify: the theoretical and pedagogical discourses that shape the program; the subjectivities of the schoolteachers appointed as “gender monitors”; and the effects and challenges perceived in and by the community. Results show that the program draws on critical-feminist pedagogies, queer theory and appeals for the provision of a comprehensive sexuality education. Training the teachers emerges as the key for raising gender awareness. Finally, positive changes such as reduction of gender violence are perceived because of the implementation of the program.

Keywords

• sexuality education
• primary education
• teachers’ subjectivity
• critical feminist pedagogy