Creating spaces for reflection on sexuality in adolescence through digital narratives
Keywords:
Comprehensive sexuality education, digital narratives, adolescence, sexual and reproductive rights, empowerment, critical pedagogyAbstract
Comprehensive Sexuality Education (CSE) constitutes an inalienable human right and a key dimension of people’s holistic development, especially during adolescence. Its implementation within the educational system—particularly in socioculturally vulnerable contexts—requires pedagogical approaches capable of overcoming reductionist views focused solely on risk prevention.
This article presents the findings of an experience carried out in a public agricultural boarding school in Uruguay, where a proposal based on the creation of digital narratives by 8th-grade students was developed. The intervention took place within the Health and Sexuality Workshop of the Council for Technical and Professional Education (CETP-UTU) and was designed based on critical pedagogies, situated education, and a rights-based approach.
Using a qualitative methodology, techniques such as participant observation, analysis of narrative productions, review of pedagogical materials, and feedback from a reference teacher were employed.
The results show that digital narratives not only foster the appropriation of knowledge related to sexual and reproductive rights but also enable spaces for emotional expression, collective reflection, and the construction of youth autonomy. It is concluded that this type of didactic tool contributes to a contextualized, dialogical, and transformative CSE, especially when cognitive, affective, and creative dimensions are articulated.
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