L'education sexuelle : l'exemple de la france et du quebec
Institution:
Université Marc Bloch (Strasbourg) (1971-2008)Disciplines:
Directors:
Abstract EN:
The social problem posed by sex education has arisen in the same fashion in france and in quebec. Teachers have but few answers to offer, as they hide behind their various fears so as to avoid action. They put forward motives which are indeed moral, in spite of their psychological, pedagogical or political disguise. Sex education is defined in relation to other connected forms of education, wether emotional, erotic, moral, religious, physical, social, health or aesthetic education. Its implicit contents include the physical dimensions of sex, its psychological and social aspects, the sexual behavior of teenagers, its social scope, what its goals are and where it is taught. Sex education at school tends to be part of a latent curriculum rather than a syllabus, which corresponds to a need expressed by young people and even more pressingly, by health specialists. The pedagogical goals are mostly of a psycho-social order, although materialised as cognitive elements. The teachers'roles in class are a matter of their attitudes toward sex : building relations, making talk and exchange possible, applying moral values, allowing easy access to information observing individual rhythms and needs. The methods and tools teachers use are selected according to the pedagogical goals which have been set. Assessing sex education as a pedagigical novelty is different from assessments in sex education, in that the latter will confine itself to intellectual
Abstract FR:
Le probleme social de l'education sexuelle se pose de la meme facon en france et au quebec. Les educateurs offrent peu de reponses, s'abritant derriere de multiples peurs pour refuser de passer a l'action. Les arguments apportes sont de nature morale, bien qu'ils se presentent sous une forme psychologique, pedagogique ou politique. L'education sexuelle est definie par rapport a des formes connexes d'education: education affective, erotique, morale, religieuse, corporelle, sociale, education a la sante ou education esthetique. Son contenu explicite comprend la dimension physique de la sexualite, sa dimension psychologique et sociale, les comportements sexuels adolescents, sa dimension morale, ses fins et ses lieux de diffusion. L'education sexuelle a l'ecole se situe davantage dans le curriculum latent que dans des programmes d'enseignement. Ces programmes repondent a un besoin exprime par les questions des jeunes ainsi qu'a une demande pressante des professionnels de la sante. Les objectifs pedagogiques sont surtout de nature psycho-sociale, bien qu'ils se traduisent le plus souvent par des elements cognitifs. Les attitudes des enseignants determinent le choix de leurs roles en classe: creer un climat, favoriser le dialogue et l'echange, faire vivre des valeurs, permettre l'acces a l'information, respecter les rythmes et besoins individuels. Les methodes et instruments employes sont choisis selon les objectifs pedagogiques a atteindre. L'evaluation de l'education sexuelle comme innovation pedagogique se distingue de l'evaluation en education sexuelle, cette derniere a tendance a se limiter aux acquis intellectuels, laissant de cote