Total population : 42´888.592 . 50 % live in poverty . Gini coefficient = 0,592.

1. A critical evaluation of a pilot project on education for sexuality and the construction of citizenship – Colombia (2006–2008). 1. BACKGROUND • Total population: 42´888.592 . 50% live in poverty. Ginicoefficient = 0,592. • Lessthan 1% of theinhabitantspossessaroundthe 50% of the total landarea. • 10% of thepopulationis displaced people (Over 4 million). • Theunemployementrate in june 2010 was15%. • 60 % of workingpopulationbelongstothe informal sector. • Over20% of colombianpeople in scholaragedoesn´tgotoschool. • During the last 8 years, the ultra-conservative sector of society has been in power (with Alvaro Uribe Velez as president of the country). The ruling class has followed the neoliberalismguidelines, particularly for education and health sectors, realizing regressive structural reforms. • Thisstructuralreformsallaroundtheworld, butspecially in LatinAmerica, obeytotheproductiverestructuring of theeconomyfromthe crisis of thecapitalistaccumulationmodel and theyhavebeenconducted in threestages: • Educationlaw of decentralization:Installedunderthe 70’ s dictatorships. • The “new educationlaws”: ConductedbytheWorld Bankforguaranteetheglobalizededucational • direction and arrangethe new accumulationphase. 133 aroundtheworld, 27 in LatinAmerica • Thecounter-reforms: Theyappear as a consequence of the fiscal crisis. Thecounter-reforms • are thedismantling of therighttoeducation • PILOT PROJECT WAS CONDUCTED UNDER THIS LAST CONSIDERATION (2006-2008).

2. A critical evaluation of a pilot project on education for sexuality and the construction of citizenship – Colombia (2006–2008). 2. THEORETICAL APPROACH • ¿WHY CRITICAL PEDAGOGIES? • Critical pedagogies allow to become emancipated from hegemonical practices that are present on official political speech. This practices follows the directives of international institutions as the International Monetary Fund, the Unesco and the World Bank. • Differentperspectives and socio-politicalprojectsthatestablishtheirvisionaboutschools, formation, knowledge, thetheory of power and therelationshipwithcurriculum, cultural reproduction, prejudices, ideology, hegemony, genderspeech, social class, racial group and interculturality. • Theyappear as ananswertothelong and contradictoryhegemony of traditional and liberal pedagogiesthatcontrol thescenario and thepower in modernschool. • Theyrejectanyform of discriminationoroppression, recognizeschools as resistance places and fightfor social transformation.

3. A critical evaluation of a pilot project on education for sexuality and the construction of citizenship – Colombia (2006–2008). 3. CONCLUSION • Theconstruction of neoliberal order in Colombia became a statepolicy. Educationburst in as a possibilityof enthronementof theneoliberal and socio-cultural project. • Theprojectisanexpression of theideologicalperspectivethatdominatesthegovernmentsetting, focusedon control, subjugation and oppression of majoritiesbyan elite thatmanagesthestatemachinery and fulfillitsowninterests. “A social project or policy really committed to the construction of citizenship requires a language focused on the construction of a new social order. It´s necessary to develop a form of citizenship in which the public language tends to eliminate those ideological and material conditions that make up different ways of oppression, brutality, stigma and discrimination, frequently expressed by social forms that represent racial, sexist and classist interests. Thinking about an education that recognizes the sexual life of children, adolescents and young people must recognize the historical, social, economic and politic context in which they live; it starts with a State capable of totally guaranteeing their human rights”.