Directive management in pedagogical practices for ESI: An analysis of the complexities from the perspective of primary level principals in the Province of Jujuy

Abstract

This article presents the results of research projects on Comprehensive Sexuality Education in the Province of Jujuy, Argentina, which we have been carrying out at the National University of Jujuy. The aim of the paper is to analyze the perspective of public primary school principals on CSE in the school curriculum, and to understand how it was implemented in the face of the various challenges that arise. We explore the discourses of experiences about the strategies adopted and the difficulties that emerge, in the pedagogical plots and links. The research was carried out from a qualitative methodology; the discourse of principals from different geographical regions of the province was investigated through the application of semi-structured interviews, group interviews and workshops. The main findings show that the directors face challenges in the implementation of the ESI, they warn that teaching the contents of this law, revealed some formative shortcomings in the training processes that were provided by the state, when its application was announced. In addition to this, there are prejudices, both their own and those of many teachers. Finally, they express that the solution to these challenges requires an approach that combines continuous training, reflection on practice and collaborative support to ensure their effective inclusion.