BACKGROUND
The development of educational policies and sexual and reproductive health in Colombia is based on the commitments acquired by the country in the framework of the international conferences in this respect and in the current national laws. The World Conference (Jomtien, Thailand, March 1990) declared the rights of men and women of all ages and stressed the need to transform education systems to achieve quality education and overcome inequities and opportunities. The International Conference on Population and Development (ICPD), held in Cairo in September 1994, considered health and education as priorities for the program of action of all countries and effective solution had to be based on information and services that would help young people achieve a degree of maturity necessary to make responsible decisions, understand their sexuality and protect themselves against unwanted pregnancies, STDs and other risks associated with sexual and reproductive health.
In Colombia, international trends fostered birth control in the 1960s influenced the issues that were occasionally dealt with in school, especially in the areas of natural sciences, behavior and health. Later in the 1980s, the Ministry of National Education, with the support of UNFPA, in the development of the Education in Population project, published a series of manuals that allowed to approach the subject from the classroom taking into account population variables such as fecundation, mortality , migrations, size and trends, structured by sex and age of the population, with the added goodness of having been designed for the urban and rural sectors.
In the 1990s, the Political Constitution encompasses sexual education, which in turn encompasses sexual and reproductive rights in both fundamental and social, economic and cultural rights (ESCR). Thus, many of the sexual and reproductive rights proposed by the ICPD were explicitly included in the Political Constitution.
It is then that the Ministry of National Education issued Resolution 3353 of 1993, the basis of the National Project on Sex Education (PNES) formulated in that same year. It is interesting to note that this project welcomed the conception of sex education as a transversal project throughout the curriculum.
The general education law 115 ratifies article 14 literal e, where the compulsory nature of sex education, in decree 1860 of August 3, 1994, establishes that the teaching of sex education will be taught as a pedagogical project.
The general education law 115 ratifies article 14 literal e, where the compulsory nature of sex education, in decree 1860 of August 3, 1994, establishes that the teaching of sex education will be taught as a pedagogical project.
In 1999 the Ministry of National Education in the company of UNFPA developed the project of sexual and reproductive education of young people for young people. Recently in 2003 the national government with the support of the same entity and through the Ministry of Social Protection, which integrates the health and labor sectors, made public the national policy of sexual and reproductive health.
At present the insertion of the program of education for the sexuality and construction of the citizenship within the framework of citizen competence represents an opportunity to complement the response to the educational challenges recently encountered. It is a matter of consolidating proposals in education for sexuality that give priority to the processes that develop competences for life, from the appropriation of knowledge, abilities and attitudes and dispositions destined to the formation of active subjects of right.
SEXUAL EDUCATION FROM THE RIGHTS APPROACH
Education for sexuality and the construction of citizenship start from consensual conceptual principles and develop conductive threads that have been validated and adjusted as general elements that make it possible to take advantage of everyday experiences and circumstances as pedagogical opportunities.
Principles are complex, autonomous and interrelated concepts that provide the basis for the reasoning and actions of the program since they are the fundamental ideas that give direction to the way in which all the people involved solve the different situations that have to be presented to us. These principles provide references to educational institutions for the design of their institutional educational projects, including textbooks for coexistence, curricula especially, pedagogical projects in education for sexuality and construction of citizenship become a research teaching community and constructing the curriculum, taking into account their culture and tradition.
FOR CITIZENS AND SCIENTIFIC SKILLS IN EDUCATION FOR SEXUALITY
Education for sexuality includes the development of competencies, among which are distinguished.
1. Specific knowledge: Own functions and context components.
2. Cognitive competences: Ability to understand what members of the same gender or other can feel or think about different situations or choices against discrimination based on gender or sexual orientation.
3. Communicative competences: Promotes assertiveness to negotiate with the couple when to have sex using contraceptives or decide and number of children. the use of verbal and non-verbal means to express the feelings and thoughts involved in different erotic and affective relationships.
4. Emotional competences: The school develops skills for the identification, expression and proper control of one's own and others' emotions as well as empathy.
SEXUALITY AS A PART OF THE STUDENT LIFE PROJECT
People are in a position to leverage skills and knowledge to build our own autonomous spaces from a distance of concrete cultural elements that lead us to build more universal criteria. So that the values transcend the local and that guide action actions through the value of mediation between the cultural and the principles universal and so the last decision occurs in the personal, as a subjective dimension.
Moral principles may clash with each other and imply contradictory ways of acting; it has been proposed to lead a life governed by values in this sense. In this sense the project of life are inevitably moral because each of us life is about those things that are more important and that does not allow to achieve more. This complicates our decisions and actions, these situations can be seen differently within a group or community than from an outside perspective, because what seems right there may not be seen from the outside. This is why moral is related to the local and needs to be viewed with critical thinking based on an ethical review, an assessment.