Educational policies, study plans and sexual differences under a gender approach (1884-2007)

Abstract

This paper deals with the articulation between study plans and sexual differences under a gender approach in the historical context of Argentine educational policy. Considering a long-term time range that goes from the sanction of Law N.° 1420 of Common Education in 1884, until the year 2006 with the enactment of Law N.° 26206 of National Education (LEN); This work covers what is conceived as sexuality in the study plans and how what has been expected for each person based on their sexuality and gender is expressed in educational policies.

The analysis carried out has been structured in two sections. The first presents a periodization articulated in four instances called: sexed sexuality (1884-1945), sexuality as equality (1945-1955), repressed sexuality (1955-1994) and sexuality as a right (2000-2007). It is concerns an axis that explains the central characteristics of each stage in light of sexual and gender differences in the study plans, in an exercise that connects the denomination of each instance, with significant issues of the four moments addressed. The second section is dedicated to investigating pedagogical discourses and educational policies, through the analysis of curricula in force in each of the four stages mentioned, accounting for continuities and ruptures between them. The study closes with the conclusions, as final reflections on the accomplished journey made.