The Integration of Gender Perspective into Young People’s Sexuality Education in Spain and Portugal: Legislation and Educational Models

Abstract

Throughout history, Sexuality Education (SE) has undergone many changes in formal education curricula. The education systems should incorporate SE and promote an understanding of sexuality from the critical perspective of gender. Objectives: To examine the approach to SE in young people in Spain and Portugal, considering the incorporation of the gender perspective, and analyze the legislation in both countries. A scoping review was conducted considering studies with SE programs, gender perspective, and legislation in Spanish, Portuguese, and English, without any time limits. The population consisted of young people aged 10 to 18 years who did not attend higher education. Databases used: CINAHL Complete, ERIC, LILACS, SciELO, MEDLINE, Psychology and Behavioral Sciences Collection, Scopus, Open Access Scientific Repository of Portugal, Base de Datos de Tesis Doctorales, Theses and Dissertations Online, and governmental websites. Thirty-two studies were found, including intervention, diagnosis, and documental programs. Eight of the studies adopted the gender perspective. Legislation in both countries is vast, with 23 main references. Although SE is legislated in both countries, the social-health and educational programs are insufficient. The relevance of the gender perspective is not incorporated into SE.

Clinical Protocols and Treatment Guidelines for the Management of Maternal and Congenital Syphilis in Brazil and Portugal: Analysis and Comparisons: A Narrative Review

“…In Portugal, sexual education, family planning, and reproductive health are increasing and continuous; these factors have also collaborated with the control of sexually transmitted infections [ 89 ].…”

“…Although we know the social and economic vulnerabilities in which many Brazilian families are inserted and do not have the necessary resources to face risks and diseases, it is known that it is possible to spread knowledge about the disease through public health policies, campaigns encouraging testing, treatment and the practice of healthy habits. It is believed that to control and eradicate diseases, measures that are interconnected in the social, economic, and public health spheres are necessary [ 89 , 90 , 91 ]. Therefore, professionals and health units must adopt specific prevention actions aimed at each case’s economic and social reality, aiming at strategies for the control and eradication of syphilis in Brazil and the world.…”

What One Gets Is Not Always What One Wants—Young Adults’ Perception of Sexuality Education in Poland

“…One of these models of comprehensive sexuality education goes beyond education about reproduction, risks and diseases, and includes respecting the sexual rights of boys and girls. Complex and holistic sexuality education is guided by a comprehensive curriculum that focuses on human rights and gender equality, while influencing efforts to prevent HIV, sexually transmitted diseases, unintended pregnancies and genderbased violence [55]. It is also worth noting that a short-sighted focus on abstinence all the way to the exclusion of problematizing traditional gender roles and sexual scripts will not facilitate the transformation toward greater sexual health and empowerment.…”

Sexual Risk Behavior, Sexism, and Prejudices Towards Sexual Openness, Homosexuality, and Trans Individuals Among Young People in Spain and the UK

“…Regarding transgender rights legislation in several Western settings, there is strong opposition to legislative proposals that would make it easier for trans individuals to obtain a gender-recognizing identity documentation (Mukoro et al, 2021). In Spain, after a controversial media and social backlash, Law 2/2021 of June 7 on social equality and non-discrimination on the grounds of gender identity, gender expression, and sexual characteristics was passed, which aims to reduce prejudice towards transgender people and achieve their full inclusion in society (Calvo, 2021;Cunha-Oliveira, 2021). In the UK, regulation of legislation related to the rights of trans people is currently under discussion (Mukoro et al, 2021).…”

“…These degrees have also been traditionally linked to male careers and their students have presented a greater adherence to gender roles and heterosexist attitudes that may negatively influence their conduct towards sexuality in a professional capacity. Cunha-Oliveira et al (2021) and Leaper and Starr (2019) report that university students' learning about sexuality is inconsistent, since curricula and training differ depending on prospective career. They also suggest that it is essential to train a new generation of professionals who can generate a positive change concerning sexuality in their careers as well as in their personal lives.…”