Scenes of comprehensive sexual education with cis women and trans women imprisioned: take care of ourselves, organize ourselves, survive.
DOI:
https://doi.org/10.19137/praxiseducativa-2020-240311Keywords:
enclosure contexts, ESI, ciswomen and trans woman, training, care strategies.Abstract
The objective of this work is to draw a series of coordinates from which to reflect on the pedagogical task that we carry out from the Extension Program in Prisons (FFyL / UBA) in its connection with Comprehensive Sex Education, through presentation, exploration and characterization of certain “ESI scenes” in confinement contexts. For this, I propose in general lines some training axes of the ESI with its possible ways of linking, tension and articulation with cis women and transdeprived of liberty in CPF IV, located in the town of Ezeiza. One of the purposes is to pay for the deployment of non-punitive imaginations anchored in the body, rights and pleasure, in pedagogical political praxis. And above all, endow the university experience with new meanings, which in our specific interventions, moves, disrupts and transcends the academic proposal.
Downloads
References
Báez, J y González del Cerro, C (2015). Políticas de Educación Sexual: tendencias y desafíos en el contexto latinoamericano. Revistas del IICE,.38. 7-24
Bustelo, C. (2020). Decidir el lenguaje. Estrategias de subjetivación y supervivencia colectiva a través de experiencias de arte y cultura en contextos de encierro. Revista de la escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario, núm. 15, vol. 2, diciembre. MIMEO.
Braidotti, R (2015). Lo posthumano. Barcelona: Gedisa.
Braidotti, R. (2005). Metamorfosis: hacia una teoría materialista del devenir. Madrid: Akal.
Herczeg, G. (2018). Pedagogías transgresoras II. Santa Fe: Bocavulvaria Ediciones.
hooks, b.(1999) Eros, erotismo y proceso pedagógico. En Lopes Louro, Guacira (comp). O Corpo educado. Pedagogias da sexualidade. Belo Horizonte: Ed. Autêntica.
Lienas, G. (2001). El diario violeta de Carlota. Barcelona: Editorial Empúries.
Morgade, G et al. (2011). Toda educación es sexual:hacia una educación sexuada justa. La Crujía. Buenos Aires.
Navia, N. (2019). Cuadernillo de Educación Sexual Integral. Contextos de Privación de la Libertad. Neuquén: Ministerio de Educación de la Provincia del Neuquén.
Porta, L. y Ramallo, F (2018). Una narrativa de las emociones para un momento de emergencia: genealogías posibles en la pedagogía. En Kaplan, C (comp). Emociones, sentimientos y afectos: Las marcas subjetivas de la educación. Buenos Aires: Miño y Dávila. Pp-59-75.
Preciado, B. (2011). [2000 edición en francés]. Manifiesto contrasexual. Barcelona: Editorial Anagrama
TCE. (2019). Desatadas, 1. Buenos Aires, Facultad de Filosofía y Letras, Universidad de Buenos Aires.
Varela, N (2020). [2013 edición en español]. Feminismo para principiantes. España: Ediciones B.
Ministerio de Educación (2014). Educación sexual integral para la Modalidad de Jóvenes y Adultos: aportes para el trabajo con la revista ESI para charlar en familia : serie cuadernos ESI. Buenos Aires.
Ministerio de Educación. (2010). Pensar y hacer educación en contextos de encierro. Educación y salud, algunas reflexiones sobre las consecuencias del encierro. Vol. 8.
Downloads
Published
How to Cite
Issue
Section
License
Copyright Notice
Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment) signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).
3.png)
_(2).png)
2.jpg)
