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ESINivel Secundario

Educación Sexual Integral en la escuelaDe colega a colega

Escuela N º 1 “Manuel Mujica Láinez” D.E. 13

Educación Sexual Integral en la escuelaDe colega a colega

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Educación Sexual Integral en la escuela

Escuela N º 1 “Manuel Mujica Láinez” D.E. 13

Nombre de la actividad

Relaciones de pareja Cómo conversar sobre el uso de métodos anticonceptivosCómo hablar de los sentimientos en las relaciones de pareja

Docente

Lucía Schiariti, profesora de Inglés

Destinatarios

Alumnos de 5º año 1ª división

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Contenidos curriculares de ESI en que se apoya la actividad• Eje 1. Adolescencia, sexualidad y vínculos

- Comunicación y expresión de los sentimientos y emociones.- Tipos de vínculos. Relaciones de acuerdo y respeto. Relaciones de afecto y

cuidado.- El noviazgo y sus modos de relación. - Toma de decisiones.- Métodos anticonceptivos.

• Eje 2. Salud y calidad de vida - Género y salud. Prejuicios y mandatos socioculturales.- Las representaciones sociales como uno de los puntos de partida para el

trabajo de prevención.

Objetivos• Que los alumnos pongan en juego sus conocimientos de vocabulario y estructuras

aprendidas.• Que se generen situaciones propicias para debatir, intercambiar información y expre-

sar opiniones sobre los temas planteados.

Actividades planificadas Se les pide a los alumnos que conformen pequeños grupos (de 2 o 3 integrantes). Se

reparte el material.

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La primera consigna es que lo lean y logren tener una idea general del tema. Luego, en grupo total, se van abordando, párrafo a párrafo, las ideas que se exponen. Se promueve que los alumnos se vayan alternando para leer (si pueden, en inglés). Ellos mismos o sus compañeros van aclarando en castellano los conceptos de cada oración o párrafo (según la extensión y complejidad).

Una vez comprendido, se van generando y promoviendo el intercambio y la posibili-dad de que cada uno exprese sus puntos de vista y plantee dudas, consultas y dé opinio-nes. (Debo reconocer que esta parte de la actividad se realiza completamente en caste-llano, más allá de la asignatura. Institucionalmente, el nivel de dominio de la segunda lengua en los alumnos está previsto para la comprensión de textos, no para la expresión oral o escrita.)

Tomando como ejemplo el módulo en el que trabajamos sobre el uso del preservativo, con el material que enumera “excusas” para no emplearlo, analizamos si habían escucha-do excusas como esas, si eran “creíbles”, qué otras excusas habían oído alguna vez y qué se podía argumentar en cada caso (además de lo propuesto en el texto).

Las preguntas que se realizan nunca están personalizadas, ni buscan que den infor-mación sobre sus vidas privadas ni sobre sus propias prácticas aunque, a veces, ellos mismos lo hacen.Parafinalizar,pensamosentretodoscuálespuedenserlosmotivosporloscualesuna

persona no usa el preservativo aunque sepa que debe hacerlo. Luego, intentamos evaluar losbeneficiosdelusodelpreservativoylasconsecuenciasposiblessinoseusa.

En general, con un módulo basta para abordar la actividad. Algunas veces, de acuerdo conelniveldedificultaddeltextooelniveldeparticipacióndelosalumnos,heemplea-do una hora más.

Materiales y recursos• Textos varios, en inglés, sobre los temas elegidos (véase reproducción de textos).

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Consideraciones pedagógicasComo docente de Inglés me costó bastante darme cuenta de cómo poder abordar los

contenidos de ESI. Aun conociéndolos, habiendo leído el diseño curricular de ESI, los veía “lejanos” a lo que yo podía hacer en el aula. Hasta que me di cuenta de que en verdad era muy sencillo comenzar a incorporarlos. Hayinfinidaddematerialdisponibleparainiciarlosdebatesconlosalumnos.Envez

de hacerlos leer sobre las temáticas que los libros proponen y suelen estar muy lejos de la realidad de los jóvenes con quienes trabajamos, ofrecerles esta clase de materiales posi-bilita generar nuevos y ricos espacios de diálogo, y también mejorar el vínculo con ellos, porque se les demuestra el interés por encontrar materiales que les interesen, pero, por sobre todo, por escucharlos y abrirles espacios para pensar.

Estas actividades las vengo desarrollando desde el año 2009. Siempre han tenido muy buena recepción en los alumnos.

Debo reconocer que, en alguna oportunidad, se generaron debates complejos, debido al punto de vista muy estereotipado de algunos alumnos, particularmente en lo vinculado a la homosexualidad.

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Relationships and talking about your feelings

Being attracted to someoneBeing attracted to someone can be exciting, but you may feel quite anxious won-

dering if they feel the same for you. If you ask them out and they refuse, you may feelrejected.Youmaybeconcernedthatifpeoplefindoutwhoyou’reinterestedin,theymayteaseyouaboutit.Somepeoplearesoworriedaboutthisthattheyfinditdifficulttogetstarted.

Does she like me? - Is he interested? - How can I tell?Thisisaquestionthatloadsofpeopleask–andthereisn’tanysimpleanswer.You

couldalwaystryaskingthemout–that’stheonlywayyou’regoingtoknowforsure!

Asking someone out on a date Manypeoplefindthisthereallydifficultbit–howdoyouasksomeoneout?There’s

no simple answer to this one, either, but the main thing to remember is that if you don’task,you’llneverknow.What’stheworstthatcouldhappen?Theysay“no”.Well,that’snottheendoftheworld–andanyway,theymightsay“yes”,youwon’tknowun-til you ask. Anyway, even if they say “no”, they might say “yes” later – now they know you’reinterested,theymightjustneedtimetothinkaboutit.Thepracticalsideofaskingsomeoneoutdoesn’thavearecipe,I’mafraid–it’s

differentineverysituation.However,thereareafewusefulthingstoremember:

• Askingsomeoneoutisflattering–theyshouldbepleased,eventhoughtheymightbe surprised.

• Trytogetthepersonalonebeforeyouaskthemout–it’softenharderwithotherpeople around.

• Trytogettoknowthepersonabit,first.• Trytorelax!• Sometimes,youjusthavetosayit–“Willyougooutwithme?”• Iftheysay“yes”–brilliant!

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• Iftheysay“no”–well,you’vejustgottorespectthat.Remember,itdoesn’tsayanything about your value as a person.

• Remember–there’ssomeoneoutthereforeveryone!

Going out – dating – having a relationshipTherearelotsofdifferenttypesofrelationship,from‘friends-with-benefits’tofull-

onmarriage!Allrelationshipsaredifferent,buttheyusuallyallhaveonethingincommon–whenyou’reinarelationshipwithsomeoneitusuallymeansthatyoubothlikeeachother(andfancyeachother!)morethananyoneelse.

Some people have lots of relationships. Some people have a few oronelongone.Somepeopledon’twantacloserelationshipatcertaintimesintheirlife.Sexisanimportantpartofmanypeople’srelationships.Notjustsexualintercourse

(‘going all theway’)butkissing and touchingeachother forpleasure. Justbecauseyou’regoingoutwithsomeoneyoudon’thavetohavesexualintercourse.

If you are thinking of having sex with someone, then you might need some infor-mation!

Two views of going out the first time– Boy’sview:“ThefirstpersonIwentoutwith,agirlfromschool,wasreallylovelybutshemusthave

thoughtIwasanabsoluteidiot.Wewenttothepicturesandalmostassoonaswehadsatdown I tried to kiss her. She sort of kissed me back so I thought, great, next step, hand downhershirt.Shewasn’tkeenonthat,soItriedtoputmyhandupherskirt.Thenshegot up and said she was going home. It took me a while to realise what a stupid thing I had done.Youcan’trushintothesethingsandeverybodyhasdifferentfeelingsaboutthingstheylike.Youhavetounderstandthatandmakesureit’swhatyoubothreallywanttodo.”– Girl’sview:“AlthoughI’dreallyfanciedJim,whenweactuallywentouttogetheritwasanabsolute

disaster.Wewenttoseeafilm,butintheendIonlysawafewminutesofit.Wesatdown,it went dark, and next thing I knew he was trying to snog me. Trouble is I think I must havebeenhisfirstdatebecausehehadnoideahowtokiss.Itriedtorespondbutitwasabitdifficult.Next,hehadhishanddownmyshirt,andit’sourfirstdate!Iquitelikethat

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sortofthingbutIwanttodoitwhenIfeellikeit,youknow,notbynumbers.Imean,Idon’treallyknowJimandifwecouldhavejustrelaxedandtalkedandhadalaughitwouldhavebeen better. I know he was just nervous really but some boys can be so insensitive.”

Two views of a relationship– Boy’sview:“Ijustcan’tcontrolmyjealousy.Itfeelslikemygirlfriendgoesoutofherwaytoupset

mebyflirtingwithmyfriends.SinceImentionedittohershetriestoannoymeevenmorebytalkingaboutgoodlookingmen.Iknowshe’ssayingittowindmeupbutIcan’tcontrolmy feelings of jealousy.“Isometimesplantofollowherwhenshe’sgoingoutwithherfriendstoseeifsheis

seeingsomeoneelse.WhenIbroughtitupwithhershesaidshelovedmeandIwasbeingstupid.ButhowcanIbesure?Idon’teverwanttoloseher.SometimesIthinkit’sherfriends that are leading her on.”– Girl’sview:

“I feel trapped because he is so possessive. Every time I go out with my friends he accusesmeofbeingunfaithfulandsneakingofftoseeotherboys.Whyareboyssopossessive?I’mnothispropertyamI?“Someofmyfriendssaythataboy’sreputationwouldbereallybadiftheyweredumped

byagirl.That’swhytheyaresopossessive.Istilllikemyboyfriend,he’sjustbeingimmature.“He says he loves me and talks about when we have children and live together. So-

metimesthisseemsreallyromantic,butmostly,IfeelunderpressurebecauseIdon’tknow what I want yet.”

Breaking up a relationshipVeryfewpeoplestayforeverwiththefirstpersontheyhavearelationship.Some

people can feel trapped in a relationship. People who stay together just for the sake of ‘beingtogether’orbecauseitseemslikeeveryoneelseisinacouplemaynotbehappyor be good for each other.Relationshipsbreakupforlotsofreasons.Forexample:becausetheygettoo‘heavy’or

serious;becauseoneofyoufeelsused;orbecauseyouwanttododifferentthings.

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Itcanbedifficulttobreakupbecauseyoumayfeelupsetandfeellikeyou’rehurtingsomeone. But sometimes it may be a relief for both of you.

Two views of breaking up– Boy’sview:“Boysandgirlsaredifferent,aren’tthey?Itstandstoreason.ImeanI’mnotlikeKe-

rry;Ican’tstandgossipingaboutallmyworriesandtellingeveryoneaboutourlovelife.“Isortoffeelmorecomfortablewiththeladsintheteam.Imeanyoudon’thave

towatchoutallthetimeandtrytomakeaneffortlikeyoudowithgirls.Maybewe’rejustnotsuited.”– Girl’sview:

“Danny and me had been going out for six months - things were going really well and we spent most of our time together in school and in the evenings and at weekends. I thoughtthatwaswhatwebothwantedbecausethat’swhatpeopleinlovedo,don’tthey?“ButthenDannygotpickedforthefirstelevenandnowhe’salwaystrainingand

celebratingandthereisn’ttime.I’vetriedtellinghimhowImisshim,I’mnotjealous;Ijustwanttobewithhimallthetime.Itoldhimthatwhenweweremarriedhe’dhavetogiveuphisfootball.Hewentwhiteandmumbledsomethingabouthehadn’trealisedwewereareallongtermthing.Thenhejustgotupandleft.Ihaven’tseenhimsince.”

Talking about your feelingsTalking about your feelings can help. It can stop you feeling alone and the chances

are you will discover other people have had the same feelings. Realising other people have been in the same position helps and you could learn from their experience.

Choosing who you talk to and when is important. It may be someone you fancy or someone you are going out with. If these people are connected with the feelings you have,itcansometimesmakeitmoredifficult.

The person you talk to should be someone you feel easy and relaxed with and can trust. It might be a parent or guardian, especially if you have a good relationship with them.

Or it might be that a sister or brother or other relative would be better. Some of your friends’parentsmightbeapproachableoryoumighthaveafriendwhowouldlisten.Talkingtopeoplewhoareabitlessclosetoyoumightbegoodtoo.Forexample:a

teacher; someone at a youth group or a medical person such as a doctor.

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Talkingaboutthingscanbehard.Especially,iftheyaredifficultfeelings.Butit’sworthremembering that very often the reaction you get will be helpful and understanding. You may wonderwhyyougotsoworkedupinthefirstplace.

How can I persuade my partner that we should use a condom? Itcanbedifficulttotalkaboutusingcondoms.Butyoushouldn’tletembarrassment

become a health risk. The person you are thinking about having sex with may not agree atfirstwhenyousaythatyouwanttouseacondomwhenyouhavesex.Thesearesomeexcuses and some answers that you could try...

EXCUSE ANSWER

Don'tyoutrustme? Trust isn't the point; people can have infections without realising it.

It does not feel as good with a condom.

I'll feel more relaxed, If I am more relaxed, I can make it feel better for you.

I don't stay hard when I put on a condom. I'll help you put it on, that will help you keep it hard.

I am afraid to ask him to use a condom. He'll think I don't trust him. If you can't ask him, you probably don't trust him.

I can't feel a thing when I wear a condom.

Maybe that way you'll last even longer and that will make up for it.

I don't have a condom with me. I do.It's up to him... it's his decision. It'syourhealth.Itshouldbeyourdecisiontoo!I'm on the pill, you don't need a condom.

I'd like to use it anyway. It will help to protect us from infections we may not realise we have.

It just isn't as sensitive and I can't feel a thing.

Maybe that way you will last even longer and that will make up for it.

Putting it on interrupts everything. Not if I help put it on.I guess you don't really love me. I do, but I am not risking my future to prove it.

I will pull out in time. WomencangetpregnantandgetSTDsfrompre-ejaculate.

But I love you. Then you'll help us to protect ourselves.Justthisonce. Once is all it takes.

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Confidence tipsHerearealsosometipsthatcanhelpyoutofeelmoreconfidentandrelaxedabout

usingcondoms:

• Keepcondomshandyatalltimes.Ifthingsstartgettingsteamy,you’llbeready.It’snotagoodideatofindyourselfhavingtorushoutatthecrucialmomenttobuy condoms; at the height of the passion you may not want to.

• Whenyoubuycondoms,don’tgetembarrassed.Ifanything,beproud.Itshowsthatyouareresponsibleandconfidentandwhenthetimecomesitwillallbeworthwhile. It can be more fun to go shopping for condoms with your partner or friend. Nowadays, it is also easy to buy condoms discreetly on the internet.

• Talk with your partner about using a condom before having sex. It removes anxietyandembarrassment.Knowingwhereyoubothstandbeforethepassionstartswillmake you a lotmore confident that youboth agree and arehappyabout using a condom.

• If you are new to condoms, the best way to learn how to use them is to practice putting them on by yourself or your partner. It does not take long to become a master.

• If you feel that condoms interrupt your passion then try introducing condoms into your lovemaking. It can be really sexy if your partner helps you put it on or you do it together.

Experiencias de ESI

Gerencia Operativa de Currículum Equipo técnico ESISandra Di Lorenzo

Hilda SantosMarthaWeiss

Jefe de GobiernoMauricio Macri

Ministro de EducaciónEsteban Bullrich

Subsecretaria de Equidad EducativaMaría Soledad Acuña

Subsecretario de Políticas Educativas y Carrera DocenteAlejandro Oscar Finochiaro

Subsecretaria de Gestión Educativa y Coordinación PedagógicaAna María Ravaglia

Subsecretario de Gestión Económica Financiera y Administraciónde Recursos

Carlos Javier Regazzoni

Director General de Educación de Gestión EstatalMaximiliano Gulmanelli

Directora General de Planeamiento EducativoMaría de las Mercedes Miguel

Gerente Operativa de CurrículumGabriela Azar

Edición a cargo de la Gerencia Operativa de CurrículumMaría Laura Cianciolo / Gabriela Berajá, Marta Lacour, Patricia Leguizamón, Alejandra Mosconi, Patricia Peralta y Sebastián Vargas.