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Generational confrontation and gender issues: An active struggle within and outside schools in Uruguay. This article reflects on the role that gender issues currently have in the processes of generational confrontation between adolescents and their adult referents in the framework of the construction of their identities, as well as the politicization of sexuality with a human rights approach based on the active militancy of the students within their own schools at the level of Secondary Education.
To this aim, the paper presents a brief historical presentation of the formal education system in Uruguay, explores the characteristics of sex education in our country and theoretical conceptualizations about adolescence are approached as a stage in the life cycle.
The theoretical framework adopted for this paper is predominantly multidisciplinary, highlighting the articulation between authors in the field of education sciences, social sciences and health sciences. The idea for this work arose from clinical experience with adolescent population, social research coordinated in the field of education on gender, sexuality and sexual diversity in the city of Montevideo, and outreach activities on the different topics that make up the gender agenda conducted with teenagers and teachers in secondary education institutions in Montevideo.
This work became a cornerstone not only for the primary school but for the whole of education in Uruguay. The formal education system in Uruguay would finally be based on the French model Errandonea, Making primary school obligatory also inaugurated a stage characterized by discipline. Women from the upper levels of society had access to a more comprehensive education, although this education was never intended for the exercise of citizenship Errandonea, Thus, schools were at first co-ed until the age of eight.
