Más allá del aula: Educación sexual y menstrual en nuestras escuelas

Abstract

This research analyzes the role of communication in the teaching of sexual and menstrual education in two Colombian educational institutions: the Carlos Pizarro Leongómez Public School in Bogotá and the Infancia de Jesús Educational Center in Sibaté. Using a qualitative, descriptive, and exploratory approach, the study examined the communication strategies implemented by teachers and psychosocial staff, the barriers affecting the educational process, and opportunities for improvement. Data were collected through document review, semi-structured interviews, focus groups, classroom observation, and content analysis. The findings revealed significant differences between the two institutions. The rural school employed participatory and innovative communication strategies, such as podcasts, school radio programs, and student forums, which promoted active learning and greater student engagement. In contrast, the urban public school relied primarily on traditional teaching methods, including lectures and occasional workshops, limiting student participation and dialogue. Despite these differences, both institutions lacked a formal, systematic, and transversal policy for sexual and menstrual education. The study highlights the importance of communication as a pedagogical tool that goes beyond the transmission of information, fostering dialogue, participation, and the construction of meaningful knowledge. Based on the results, several communication strategies are proposed, including the creation of safe discussion spaces, the use of school media, teacher training, the development of educational materials, and the establishment of peer-support networks. The research concludes that strengthening communication processes is essential to promoting inclusive, contextualized, and participatory sexual and menstrual education in school environments.