Propuesta de educación menstrual al sistema educativo costarricense
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Fecha
2024
Tipo
tesis de maestría
Autores
Rodríguez Pereira, Ana María
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La presente investigación tiene como objetivo general elaborar una propuesta de educación menstrual para el sistema educativo costarricense. Para elaborar una propuesta con pertinencia cultural se desarrolló una investigación en tres fases: un diagnóstico de la calidad de la educación menstrual nacional, un análisis de los abres y experiencias menstruales y por último la elaboración de la propuesta.
Se contó con múltiples fuentes de información: un diagnóstico y análisis de la calidad de la educación menstrual en los programas educativos propuestos por el Ministerio de Educación Pública y para analizar la experiencia menstrual se recolectó información a través de un cuestionario cualitativo llamado Consulta menstrual, en la cual participaron 391 personas y también 5 grupos focales con poblaciones que proveen educación menstrual llamados Diálogos menstruales en los cuales participaron 34 personas de distintos sectores.
La información recolectada permitió confirmar las cuatro hipótesis de investigación planteada, y por tanto afirmar que la experiencia menstrual tiene cuatro componentes que la caracterizan: el androcentrismo sobre la mirada de los cuerpos de las personas humanas, la mirada patriarcal sobre los cuerpos de las mujeres y personas que menstrúan, el hecho de que la experiencia menstrual como un relato construido por personas que no menstrúan, desde una situación de poder y privilegio, y por último el desconocimiento del cuerpo como violencia histórica.
A partir de la investigación además se concluye que no es posible alcanzar un desarrollo sostenible sin tomar en cuenta la salud menstrual como un tema de salud pública, así como el hecho de que en Costa Rica se violenta el derecho a la educación de calidad por el estado de acceso a nula o insuficiente educación menstrual. A partir de los vacíos detectados se propuso una serie de contenidos y metodologías que buscan impulsar la educación menstrual de calidad con pertinencia cultural a las necesidades locales.
The present research has as main goal is to develop a menstrual education proposal for the Costa Rican educational system. To elaborate a proposal that had cultural relevance, the analysis contemplate three phases: a diagnosis of the quality of national menstrual education, an analysis of menstrual knowledge and experiences, and finally the preparation of the proposal. The research had multiple sources of information: a diagnosis and analysis of the quality of menstrual education in the educational programs proposed by the Ministry of Public Education and to analyze the menstrual experience, information was collected through a qualitative questionnaire called Consulta Menstrual, in which 391 people participated and finally 5 focus groups with populations that provide menstrual education called Menstrual. Dialogues in which 34 people from different sectors participated. The information collected provides information that makes it possible to confirm the four research hypotheses proposed, and therefore affirm that the menstrual experience has four components that characterize it: androcentrism on the gaze of the bodies of human persons, the patriarchal gaze on the bodies of women and people who menstruate, the fact that the menstrual experience as a story constructed by people who do not menstruate, from a situation of power and privilege, and finally the ignorance of the body as historical violence. Based on the research, it is also concluded that it is not possible to achieve sustainable development without considering menstrual health as a public health issue, as well as the fact that in Costa Rica the right to quality education is violated by the state of access to null or insufficient menstrual education. Based on the gaps detected, a series of contents and methodologies were proposed that seek to promote quality menstrual education with cultural relevance to local needs.
The present research has as main goal is to develop a menstrual education proposal for the Costa Rican educational system. To elaborate a proposal that had cultural relevance, the analysis contemplate three phases: a diagnosis of the quality of national menstrual education, an analysis of menstrual knowledge and experiences, and finally the preparation of the proposal. The research had multiple sources of information: a diagnosis and analysis of the quality of menstrual education in the educational programs proposed by the Ministry of Public Education and to analyze the menstrual experience, information was collected through a qualitative questionnaire called Consulta Menstrual, in which 391 people participated and finally 5 focus groups with populations that provide menstrual education called Menstrual. Dialogues in which 34 people from different sectors participated. The information collected provides information that makes it possible to confirm the four research hypotheses proposed, and therefore affirm that the menstrual experience has four components that characterize it: androcentrism on the gaze of the bodies of human persons, the patriarchal gaze on the bodies of women and people who menstruate, the fact that the menstrual experience as a story constructed by people who do not menstruate, from a situation of power and privilege, and finally the ignorance of the body as historical violence. Based on the research, it is also concluded that it is not possible to achieve sustainable development without considering menstrual health as a public health issue, as well as the fact that in Costa Rica the right to quality education is violated by the state of access to null or insufficient menstrual education. Based on the gaps detected, a series of contents and methodologies were proposed that seek to promote quality menstrual education with cultural relevance to local needs.
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MENSTRUACIÓN, PROPUESTA EDUCATIVA, DESARROLLO SOSTENIBLE