Estrategia didáctica sostenible para la sensibilización del autocuidado dentro de la salud sexual y reproductiva en estudiantes de secundaria de una Institución Educativa de Soledad
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Fecha
2025
Autores
Ariza Paredes, Diana Del Carmen
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tuvo como finalidad diseñar una propuesta pedagógica sostenible denominada Salud Activa, dirigida a fortalecer el autocuidado en la salud sexual y reproductiva de los estudiantes de los grados sexto a once de una institución educativa del municipio de Soledad, Atlántico.
El estudio se desarrolló bajo un enfoque mixto, con un diseño descriptivo, exploratorio y transversal, integrando técnicas cuantitativas con preguntas tipo Likert que permitieron que los participantes escogieran sus respuestas de acuerdo a frecuencias o posturas críticas, estos resultados fueron analizados con el software SPSS y cualitativas con preguntas abiertas para valorar una estrategia didáctica sostenible para la sensibilización del autocuidado en la salud sexual y reproductiva a través de preguntas abiertas que permitían hacer propuestas breves de estrategias o valoración de las acciones ya dispuestas a nivel institucional frente a la temática. La integración de ambos tipos de datos permitió una visión más amplia del fenómeno estudiado, evidenciando avances, limitaciones y necesidades
En la aplicación de los instrumentos participaron 130 estudiantes, 3 docentes, 30 padres de familia, 1 directivo y 1 psicoorientadora quienes aportaron información mediante los instrumentos validados por expertos. Los resultados desde los estudiantes mostraron que, aunque el 68 % de los estudiantes posee conocimientos generales sobre salud sexual y reproductiva, se notan vacíos conceptuales; los resultados de los docentes en diferentes áreas relacionadas con
la educación sexual y reproductiva, muestran una brecha entre el conocimiento de las políticas nacionales sobre educación sexual y su aplicación efectiva en la institución; la capacitación docente y la articulación entre familia y escuela emergen como factores clave para consolidar una cultura institucional de autocuidado y corresponsabilidad.
Cabe resaltar que la participación familiar fue limitada (42 %) pero permitió identificar que el 80% de los padres afirma conocer el significado del autocuidado en la educación sexual y reproductiva. Además, aunque el 50% de los padres afirma hablar "siempre" con sus hijos sobre sexualidad, un 20% "nunca" lo hace, lo que indica barreras en la comunicación familiar. Por último, el 70% de los padres promueve hábitos de autocuidado físico y emocional en casa, lo que indica un compromiso con el bienestar integral de sus hijos estos resultados revelan a través del componente cualitativo la necesidad de fortalecer la comunicación entre escuela y familia, así como el acompañamiento institucional.
Los resultados desde la psicoorientadora arrojaron que reconoce que las actividades preventivas generan impacto formativo al fomentar el diálogo y la reflexión sobre el autocuidado; Además, refleja una postura reflexiva y comprometida frente al acompañamiento educativo, enfatizando la importancia de la educación sexual integral. Por último, en los resultados es necesario valorar que las respuesta del rector las cuales relacionan la aplicación de políticas de educación sexual y reproductiva en la institución y la formación en valores como eje del proceso educativo, destacando el respeto, la responsabilidad y la empatía como pilares del autocuidado.
Se pueden abarcar los resultados en forma general de la siguiente manera: la educación sexual y reproductiva se ha venido incorporando de manera gradual, aunque con notorias diferencias entre el nivel de planeación y el de ejecución; existe un compromiso institucional formal, pero aún no se ha logrado consolidar una práctica pedagógica coherente con las políticas nacionales de educación sexual. Además, es necesario fortalecer la capacitación y el trabajo interdisciplinario de los docentes, integrando la perspectiva de género, los derechos sexuales y reproductivos, y el enfoque de inclusión.
En conclusión, la propuesta Salud Activa se constituye en una estrategia pedagógica integral que promueve la sensibilización, la reflexión crítica y la práctica responsable del autocuidado desde un enfoque formativo y preventivo para cerrar la brecha entre las políticas y la realidad de la institución. La estrategia didáctica «Salud Activa» se basa en el análisis de diversos referentes teóricos enfocados hacia los procesos de autocuidado dentro de la salud sexual y reproductiva, a través de un módulo de actividades didácticas para la sensibilización del autocuidado dentro de la salud sexual y reproductiva, que fortalezcan las habilidades y competencias requeridas.
This research aimed to design a sustainable pedagogical proposal called Salud Activa, intended to strengthen self-care in sexual and reproductive health among students from sixth to eleventh grade at an educational institution in Soledad, Atlántico. The study followed a mixed-methods approach with a descriptive, exploratory, and cross-sectional design, integrating both quantitative and qualitative techniques. A total of 130 students, 3 teachers, 1 principal, 1 school counselor, and 30 parents participated, providing information through instruments validated by expert judgment. The results from the students showed that, although 68% of students have general knowledge about sexual and reproductive health, there are conceptual gaps; the results from teachers in different areas related to sexual and reproductive education show a gap between knowledge of national policies on sexual education and their effective application in the institution; teacher training and coordination between family and school emerge as key factors in consolidating an institutional culture of self-care and shared responsibility. It should be noted that family participation was limited (42%), but it did reveal that 80% of parents claim to understand the meaning of self-care in sexual and reproductive education. Furthermore, although 50% of parents claim to “always” talk to their children about sexuality, 20% “never” do so, indicating barriers to family communication. Finally, 70% of parents promote physical and emotional self-care habits at home, indicating a commitment to the overall well-being of their children. These results reveal, through the qualitative component, the need to strengthen communication between school and family, as well as institutional support. The results from the psychological counselor showed that she recognizes that preventive activities have an educational impact by promoting dialogue and reflection on self-care. In addition, she reflects a thoughtful and committed stance toward educational support, emphasizing the importance of comprehensive sexuality education. Finally, the results show that the principal's responses relate the implementation of sexual and reproductive education policies in the institution and values education as the core of the educational process, highlighting respect, responsibility, and empathy as pillars of self-care. The results can be summarized as follows: sexual and reproductive education has been gradually incorporated, although with notable differences between the level of planning and the level of implementation; there is a formal institutional commitment, but a pedagogical practice consistent with national sexual education policies has not yet been consolidated. In addition, it is necessary to strengthen teacher training and interdisciplinary work, integrating a gender perspective, sexual and reproductive rights, and an inclusive approach. In conclusion, the Active Health proposal constitutes a comprehensive educational strategy that promotes awareness, critical reflection, and responsible self-care practices from a formative and preventive approach to bridge the gap between policies and the reality of the institution. The Active Health teaching strategy is based on the analysis of various theoretical references focused on self-care processes within sexual and reproductive health, through a module of teaching activities to raise awareness of self-care within sexual and reproductive health, which strengthen the required skills and competencies.
This research aimed to design a sustainable pedagogical proposal called Salud Activa, intended to strengthen self-care in sexual and reproductive health among students from sixth to eleventh grade at an educational institution in Soledad, Atlántico. The study followed a mixed-methods approach with a descriptive, exploratory, and cross-sectional design, integrating both quantitative and qualitative techniques. A total of 130 students, 3 teachers, 1 principal, 1 school counselor, and 30 parents participated, providing information through instruments validated by expert judgment. The results from the students showed that, although 68% of students have general knowledge about sexual and reproductive health, there are conceptual gaps; the results from teachers in different areas related to sexual and reproductive education show a gap between knowledge of national policies on sexual education and their effective application in the institution; teacher training and coordination between family and school emerge as key factors in consolidating an institutional culture of self-care and shared responsibility. It should be noted that family participation was limited (42%), but it did reveal that 80% of parents claim to understand the meaning of self-care in sexual and reproductive education. Furthermore, although 50% of parents claim to “always” talk to their children about sexuality, 20% “never” do so, indicating barriers to family communication. Finally, 70% of parents promote physical and emotional self-care habits at home, indicating a commitment to the overall well-being of their children. These results reveal, through the qualitative component, the need to strengthen communication between school and family, as well as institutional support. The results from the psychological counselor showed that she recognizes that preventive activities have an educational impact by promoting dialogue and reflection on self-care. In addition, she reflects a thoughtful and committed stance toward educational support, emphasizing the importance of comprehensive sexuality education. Finally, the results show that the principal's responses relate the implementation of sexual and reproductive education policies in the institution and values education as the core of the educational process, highlighting respect, responsibility, and empathy as pillars of self-care. The results can be summarized as follows: sexual and reproductive education has been gradually incorporated, although with notable differences between the level of planning and the level of implementation; there is a formal institutional commitment, but a pedagogical practice consistent with national sexual education policies has not yet been consolidated. In addition, it is necessary to strengthen teacher training and interdisciplinary work, integrating a gender perspective, sexual and reproductive rights, and an inclusive approach. In conclusion, the Active Health proposal constitutes a comprehensive educational strategy that promotes awareness, critical reflection, and responsible self-care practices from a formative and preventive approach to bridge the gap between policies and the reality of the institution. The Active Health teaching strategy is based on the analysis of various theoretical references focused on self-care processes within sexual and reproductive health, through a module of teaching activities to raise awareness of self-care within sexual and reproductive health, which strengthen the required skills and competencies.
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Palabras clave
Salud sexual, Autocuidado, Sensibilización, Sostenibilidad, Educación