For decades, the different expressions of feminism have been denouncing that critical studies of education are not sufficiently critical if they do not incorporate analyzes from the gender perspective. The article presents advances of an ongoing research aimed at producing educational innovations from the perspective of genres and human rights. It is a participatory action research device, developed within the framework of policies of development of an Integral Sexual Education of Argentina, that find a limit resistant in the academic reference knowledge of the school curriculum. We worked with teachers of Ethics and Citizenship, Language and Literature and Biology and Health Education. The first results indicate uneven developmental points in the different disciplines with a particularly strong resistance in the Natural Sciences. Innovative tensions are generally based on the critique of disciplinary assumptions from feminist epistemology, emphasizing the situated, historical and cultural dimension of the sciences. The struggle within the academy and within the educational system is nourished by the social debates that the movements place; but these social debates need their structural epistemological incorporation in the knowledge and in the educational system to have a sustainability that transcends the temporal and personal limits to be integrated in the project of a fair sexual education.
Sex, Curriculum, Sex education, Womens liberation movement, Justice.
Morgade, G. (2017). Contra el androcentrismo curricular y por una educación sexuada justa. [Against curriculum androcentrism and for a fair sex education].
Revista Internacional de Educación para la Justicia Social,
6(2), 49-62.
https://doi.org/10.15366/riejs2017.6.2.003
