PLAYING, COEXISTING, AND RESPECTING: LUDIC-PEDAGOGICAL STRATEGIES IN EARLY CHILDHOOD SEX EDUCATION AS AN INSTRUMENT OF SOCIALIZATION AND RIGHTS PROTECTION

Resumen

Sex education in early childhood constitutes a topic of great relevance in the contemporary educational context, especially in light of challenges related to the comprehensive protection of children and the formation of individuals who are aware of their rights. This article aims to analyze the role of ludic-pedagogical strategies in the development of early childhood sex education, considering their contribution to socialization, the construction of autonomy, and the prevention of violence. The research is grounded in a qualitative approach of a bibliographic nature, anchored in authors from the sociology of childhood, education, and public policies for child protection. The articulation between sex education and the defense of rights proves to be fundamental in confronting child sexual violence, particularly in contexts where abuse occurs within the family environment. The study engages with concepts from the sociology of childhood, which understands the child as an active subject, and with the notion of habitus, proposed by Pierre Bourdieu, to explain how social dispositions influence practices and perceptions from childhood onward. The results indicate that the incorporation of playful practices in sexuality education contributes to emotional development, the strengthening of bonds, and the construction of a culture of protection. It is concluded that early childhood sex education, mediated by sensitive and structured pedagogical approaches, is an indispensable tool for the child’s holistic development and for the promotion of a more just and conscious society.