Department of Reproductive Health and Research/Human Reproduction Programme, World Health Organization, Geneva, Switzerland.
School of Psychology, Universidad Catolica del Uruguay, Montevideo, Uruguay.
Glob Health Sci Pract. 2018 Mar 30;6(1):137-149. doi: 10.9745/GHSP-D-17-00284. Print 2018 Mar 21.
Since the 1930s, Mexico has made substantial progress in providing adolescents with sexuality education through an evolving national school-based program. As part of a broader effort to document strategies to build support for and deal with resistance to sexuality education, this analysis uses a historical lens to answer 2 key questions: (1) How has the nature of sexuality education in Mexico evolved from the 1930s to the 2010s? (2) How have the drivers, responses, support, and resistance to sexuality education impacted Mexico's experience implementing and sustaining school-based sexuality education?
The analysis was informed by a review of peer-reviewed and gray literature as well as the personal experience and documents of one of the authors, who has played a central role in Mexico's sexuality education effort for 50 years. The findings were organized according to 4 time periods-the 1930s, the 1970s, the 1990s, and the first 2 decades of the 21st century-that emerged during the analysis as distinct periods with regard to the social and political context of school-based sexuality education. Within each of these time periods, the following 4 thematic aspects were assessed: drivers, responses, support, and resistance, with a particular focus on the rationales and strategies of resistance over time. This analysis identified determined support for school-based sexuality education in the 4 historical time periods from a range of governmental and nongovernmental stakeholders. However, opposition to sexuality education also steadily rose in the time period considered, with a growing range of more organized and well-financed actors. The Mexican government's commitment to delivering school-based sexuality education has driven its inclusion in public schools, along with expansion of its curricula from primarily biological content to a more comprehensive approach.
Mexico's experience with sexuality education can inform other countries' efforts to consider the drivers, responses, support, and resistance that may be present in their own contexts. This type of analysis can contribute to strategic, well-informed, and well-conceived programmatic design and implementation to build support for sexuality education and deal with resistance.
自 20 世纪 30 年代以来，墨西哥通过不断发展的国家学校计划，在为青少年提供性教育方面取得了重大进展。作为更广泛努力的一部分，以记录建立对性教育的支持和应对性教育阻力的策略，本分析使用历史视角回答了 2 个关键问题：（1）墨西哥的性教育性质从 20 世纪 30 年代到 2010 年代是如何演变的？（2）对性教育的推动、反应、支持和阻力如何影响了墨西哥实施和维持学校性教育的经验？
分析的依据是对同行评议和灰色文献的审查，以及其中一位作者的个人经历和文件，他在墨西哥的性教育工作中发挥了 50 年的核心作用。这些发现根据 4 个时期进行了组织-20 世纪 30 年代、20 世纪 70 年代、20 世纪 90 年代和 21 世纪的头 20 年-这些时期在分析中出现，是学校性教育的社会和政治背景的不同时期。在每个时期内，评估了以下 4 个主题方面：推动、反应、支持和阻力，特别关注随着时间的推移，阻力的理由和策略。这项分析确定了来自政府和非政府利益相关者的对学校性教育的坚定支持，在 4 个历史时期。然而，随着时间的推移，对性教育的反对也稳步上升，有越来越多的组织和资金充足的行为者。墨西哥政府致力于提供学校性教育，推动了其纳入公立学校，并扩大了课程范围，从主要的生物内容扩展到更全面的方法。
墨西哥的性教育经验可以为其他国家提供信息，帮助它们考虑自己背景中可能存在的推动、反应、支持和阻力。这种分析可以为建立对性教育的支持和应对阻力的战略性、知情和精心设计的方案设计和实施做出贡献。
