Law 26,150 was sanctioned in 2006 as a law based on international human rights regulations and conventions. This law establishes the right of infants and adolescents to receive ESI in all educational establishments in the Argentine nation, regardless of creeds and ethnicities. The law understands sexuality in a comprehensive way, articulating psychological, biological, social, emotional and ethical aspects.
Almost 15 years have passed and the practice of ESI in schools is still not fully established, and remains to be developed in some establishments. However, in the cases in which it has been implemented, positive effects have been seen, allowing many boys and girls to verbalize situations and incorporate tools for full development and care.
It is important to eradicate the barriers to its implementation, which often come from thinking of CSE as a program based on genitality and sexual relations, and incorporating it transversally into all content and daily practices.
As therapists, it is important to know the law to accompany educational establishments as peers, provide support and information to families, and accompany this process in infants.
Unfortunately, there are many myths about CSE that limit its practical application in schools and that not only distribute false information but also judge the professionals who fight to guarantee this right. In this article we propose to make a list of these myths and give an explanation to them. I will use lxs, las and los alternatively throughout the writing.
If you value articles like this, consider supporting us by becoming a Pro subscriber. Subscribers enjoy access to members-only articles, materials, and webinars.
“Gender ideology”
Currently there is a wide range of people in the world who maintain that thinking from a gender perspective is more of an ideology; understanding people in a binary way, according to their genitality and limiting sexual choices to heterosexual choices. This view, furthermore, leaves out even the diversities that come from nature itself, such as people who are born intersexual.
At this point we have to take into account that the conceived roles are social, historical and cultural constructions and are exempt from the individual beliefs of each subject.
We can example with other cultures and/or other religions, where the roles are very different from ours (Catholics, Westerners, etc.). In the Himalayas, there is still a matrilineal culture (ethnicity) in which women are “heads of the family” and marriage as an institution does not exist, nor does conjugal residence. Women have a space enabled to receive the lovers they want, if they want. Men educate nephews, but not their children.
Another case, perhaps opposite, is the kidnapping of women for marriage in “catch her and run” is the exact translation. Two-thirds of the women in this country married this way: the man chooses who he wants as a wife and simply goes and grabs her (with all the weight that this word has). If the kidnapped woman dares to flee, she is forever stigmatized and will never again be “considered” for another marriage. Families endorse this type of custom.
At this point, we cannot fail to mention that no form of violence should be justified by cultural or religious issues, but rather, on the contrary, try to rethink and modify them since, being constructions, they are feasible for change.
“Patriarchy no longer exists today”
Although we cannot deny that with the passage of time, both women and dissident identities have gained rights that a few years ago could have been unthinkable, the truth is that there still exist, and in a way that is even less noticeable to the distracted eye, many situations in which differences in power are observed (for example in the workplace with the glass ceiling), in expectations regarding attitudes, roles and personality (women are expected to be submissive, delicate, sensitive, flirtatious, etc.), bodily attributes and opinions regarding them (hegemonic bodies, street compliments, clothing sizes, diets always aimed at women, etc.). These mentioned situations are included in the concept of .
They are even more stigmatizing and more difficult to uproot for dissident identities, who have to adapt their physical appearance to stereotypes marked by society and are generally excluded, denied the right to education, decent work, health, etc. .
“THE ESI does not talk about love”
This myth is reproduced by those who do not have accurate information about CSE and conceptualize sexuality as genital. Taking sexuality in a comprehensive way, we know that one of the main points on which we educate is affectivity, that is, love and bonds. Part of ESI has to do with conceptualizing love and responsible sexual-affective bonds, deconstructing romantic love that has done so much damage for generations, and learning healthier and more equitable ways to bond in total freedom.
“The ESI teaches boys and girls how to masturbate”
ESI provides tools to be able to speak and know safely and correctly one’s own body and the emotions that go through it. Denying the sexuality of boys and girls is denying a reality that exists, regardless of whether it is named or not. Likewise, ESI also provides the necessary tools so that self-exploration of the body is carried out in a socially accepted manner, in privacy and with the necessary conditions to be safe.
“CSE encourages having sexual relations earlier”
The ESI provides information so that adolescents, which is usually the age at which sexual relations begin, have scientifically based information to carry them out. Know how to take care of yourself, what consent means, what situations are harassment or abuse, etc.; It is part of making sexual relations safer both in relation to sexually transmitted diseases and effective responsibility.
“The ESI promotes homosexuality”
ESI promotes the acceptance of different sexual choices; Those who have a defined sexual inclination will not change their mind because they know the wide range of choices and those who are in the process of acceptance or inhibited from expressing it, whether due to shame, fear or for countless reasons, will be able to take the necessary information to be able to freely enjoy your choice. Furthermore, by being able to talk openly about these topics, cases of discrimination should be reduced since it should not be taken as a taboo topic or as something “weird or bad.”
“When you talk about sexuality, kids get excited and excited.”
Without a doubt, talking about sexuality in front of groups of boys and girls who are not used to it will bring consequences such as jokes, movements, mockery; but not sexual arousal. Precisely what we must promote is that it is not strange to talk about certain topics, but that they are part of everyday life; In this way we avoid embarrassment and anxiety by becoming natural and listening to any questions that arise on the subject.
“Today with the Internet, children know more than adults”
The information provided on the Internet, and which children can access, is far from being clear and scientific information, according to the age of each boy or girl who will search for it and above all, that information is not always true Will we let Google provide information about STD prevention, for example? Not to mention if we refer to the pornography that circulates on the web, loaded with violence and machismo, where adolescents take as examples situations that are far from reality and that promote stereotypical behavior, abuse and physical hegemony. .
“Working with ESI increases cases of abuse”
Statistics increase when CSE is worked on because boys and girls are able to talk in safe places about situations that happen in their homes or environments. Situations of abuse do not increase but are reported more. In schools, special attention is given to talking about the types of secrets that should not be kept with adults, about what places on the body are inappropriate for another person to touch; among other important issues to avoid sexual abuse or to be able to account for it.
“Feminism seeks to ensure that women can oppress men”
Before starting with the explanation of this myth and why it would be a fallacy, we will transcribe verbatim the definition of feminism: “social movement that asks for women to recognize capabilities and rights that have traditionally been reserved for men.” As can be seen, feminism does not seek to oppress men, but rather seeks to vindicate the role of women on equal terms; Therefore, the justification that is often heard “neither feminism, nor machismo: equality”, would be erroneous since it is feminism that fights for this.
“It is my right as a family to educate my child however I want”
Unfortunately, 53% of cases of abuse happen within the family, 10% in the home of a relative and 18% in the home of the aggressor. In 75% of cases the abuser is a family member: 40% of them are the father and 16% are the stepfather (). With this data we can quickly see why the place of ESI has to be the school. Furthermore, it is within the family where stereotypes and gender roles are learned and where boys and girls are exposed to situations of discrimination by adults towards other people. The school has to provide opportunities to have identities free of harassment and discrimination and this is not possible if the beliefs of each family are imposed against an inclusive perspective.
“CSE makes young people become rebellious and challenge family beliefs”
ESI provides tools to adolescents so that they can choose freely and with reliable information their tastes, beliefs, and values.
“Girls and boys who do not comply with gender mandates are rare and do not adapt to school”
This would only happen in the case in which diversity is not worked on as natural in schools. Precisely from the inclusive perspective proposed by the ESI and the transversality of content from early childhood, girls and boys would be exposed to information, stories, films, puppets and other teaching strategies based on exemplifying diversity; This would lead to not judging oddities in colleagues and in the event that any type of harassment or abuse appears, detecting it in time and having an action plan.
“I am not prepared to talk about this topic, a specialist is needed”
To talk about sexual education it is not necessary to have a specialty in the subject, although it is necessary to have…