Abstract
This chapter critically examines the shortcomings of sex education in Mexican schools, tracing its historical evolution in the context of governmental and global health policies. Initially, sex education in Mexico was predominantly biological; however, it has since expanded in response to societal changes. The chapter underscores the importance of a comprehensive educational approach that not only provides minors with knowledge, but also equips them with self-esteem, respect for others, and tools for self-protection. It explores the debate over who should bear the responsibility for educating children on these matters—parents, teachers, or both through a collaborative approach. Furthermore, the chapter offers practical guidelines and activities for educators, aiming to prepare children for a safer, more informed future. It advocates for an educational methodology that is contemporary, engaging, and free from dogmas and social prejudices.
TopBackground
Sex education programs in schools across Mexico have fallen short of effectively addressing the social problems associated with sexuality. This shortfall can be attributed to the relatively recent introduction of these initiatives. According to Chandra-Mouli et al. (2018), sex education in Mexico has undergone significant evolution, adapting in response to societal changes within the country. However, despite these efforts, there remains a need for further improvement to comprehensively address the complex issues surrounding sexuality in educational settings.
The first consideration for including such content in school curricula was made by the Ministry of Public Education in 1932. However, due to societal resistance, it was not until 1974 that topics related to sexuality were incorporated into the Natural Sciences curriculum for 6th grade in primary schools and into Biology for all three grades of secondary school. These topics covered adolescent development, physical and mood changes, anatomical differences between boys and girls, primary and secondary sexual characteristics, the reproductive systems of women and men, the menstrual cycle, fertilization, and embryonic development (Heredia Espinosa & Rodríguez Barraza, 2021). The content was taught primarily from a biological perspective.
Secondly, the intention behind incorporating sexual content in schools was influenced by two main factors. One was the government’s population policy aimed at reducing birth rates. The other was the global context of the 1960s, a period marked by significant developments in human sexuality research and changing social attitudes. This era witnessed groundbreaking studies like those of Kinsey in 1948 and (Masters & Johnson, 2012) in the 1960s, which played a pivotal role in the sexual revolution. Influences such as the contraceptive pill were notable outcomes of this research. Although the Mexican government seemed to admire and accept the sexual openness of ‘first world’ countries, particularly the United States, domestically, it maintained a conservative approach.
For decades, this conservative stance, supported by government policies, societal norms, and religious authorities, limited the scope of sexual education in Mexico, keeping the population largely uninformed about these issues. In the case of Mexico, there is a separation of church and state guaranteed by the constitution. However, the institution with the most influence in the public schooling system is the catholic church, which in 2020 increased its following up to 78% of the population, according to INEGI data (INEGI, 2020).
Today, limiting access to information is challenging due to its easy availability on the Internet. While this has its advantages, the disadvantages often overshadow them. The pervasive use of computers and smartphones means minors are exposed around the clock to an overwhelming amount of online information. Much of this information presents sexuality and the human body in distorted ways, as numerous sites have pornographic objectives, are driven by profit motives, or engage in extortion and mental manipulation. Both minors and unsuspecting adults who visit these sites can become victims of individuals or criminal groups (Stoilova et al., 2021).
Key Terms in this Chapter
Nonbinary: People who, regardless of their biological sex at birth (male or female), do not identify with either gender; they embody both masculine and feminine simultaneously. They ask to be addressed with inclusive language, for example, instead of “compañero” or “compañera,” they prefer “compañere”.
Homosexual: People born male who are attracted to other men for sexual relations.
Gender Perspective: Includes analysis of the social environment in terms of gender differences and how these differences affect the experiences of individuals and groups. In the context of sex education, it addresses how gender influences sexuality.
Asexual: People who feel no desire or attraction to anyone.
Queer: Includes all sexual diversity, LGBTTTIAQ and non-binary. One can belong to any group, but being queer is elective; there are those who do not define themselves as queer. Cisgender people do not fall under this classification.
Comprehensive Sex Education: An educational approach that covers all aspects of sexuality for informed decision-making. It is an effective means of preventing sexual and gender-based violence, unintended pregnancy at all ages, especially among adolescents, and sexual health to prevent sexually transmitted diseases.
Intersex: A condition in which an individual exhibits varying degrees of sexual characteristics of both sexes.
Bisexual: People who are attracted to both males and females for intimate and sexual relationships.
Pansexual: A person who can have sexual relations with anyone, regardless of biological sex, gender, or sexual orientation.
Lesbian: People born female who are attracted to other women for sexual relations.