Education

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Two challenges confronting education

Hazlina Aziz

By Hazlina Aziz.

 

With the students heading back to school yesterday for the new school year, let me lay out two challenges confronting education today that I think will dominate the year if we do not focus on certain areas.

The first is the lack of acceptance by students and parents of their responsibilities, and the subsequent undermining of discipline.

Nowadays, far too many parents are passive, protesting that they cannot handle their own children. Others actively undermine the disciplinary process, questioning the right of teachers or schools to impose discipline or to insist that all students be governed by the same set of rules.

We don’t talk very much any more about whether, for instance, parents are pushing their children to do their homework and school projects or respect their teachers.

The recent case of Cikgu Azizan brought up many discussions among Netizens on issues leading to the difficulties in educating youths today. The lack of student-parent accountability can be frustrating in regard to student discipline and striving to ensure that students accept responsibility for their behaviour and actions.

Responsibility for exam results, and for student success and behaviour cannot rest on the overloaded backs of teachers alone. Education would function best as a stool strongly supported by three legs — teachers, students and parents. Instead, it far too often stands on only one leg, that of the teachers.

Part of a teacher’s job is finding the way to open a student’s heart and mind. By the same token, though, the job of parents and guardians is to send to school children who are responsible, respectful and ready to learn. While compulsory attendance regulation can make children show up in schools, it is still hard to teach those who do not want to learn.

The days of parents adopting a hands-off approach to their child’s education and that it is the teacher’s job must come to an end soon. Parents, and even more importantly, students themselves, must be held accountable.

The other challenge is a generation addicted to smartphones or other mobile devices which leads to inability to focus and engage in the actual tasks at hand. Along with the Internet and its infinite distractions, there are a lot more products and platforms competing for attention today than there were 30 years ago.

One example is how to get students who are used to a different source of distraction every few seconds to focus, for instance, on reading a chapter from the textbook, analysing a poem, or writing a coherent essay. It is not easy and it will grow more difficult for teachers to get their attention during lessons.

Some students can “switch” attention between the phone as an entertainment device and as a learning tool; for others, the phone’s academic potential is routinely ignored.

Boys in their teens are addicted to video games and can play incessantly if given the chance. Girls of the same age, on the other hand, are addicted to social media wanting every moment for Snapchatting or Instagramming.

The problem as a result of this addiction runs deeper and is far more difficult to solve. We might think that students can handle the multitasking that using phones and devices for studies would require. For others, they are almost always a distraction. Even the visible presence of a phone pulls students — and many adults — away from their task at hand.

Yes, smartphones and other devices can be used in learning activities. They can provide instant access to information from a myriad sources and for a myriad reasons.

Although technology and the wealth of information that they can provide has the potential to shrink achievement gaps, the opposite can also take place within the classroom.

The Education Ministry’s plan to allow students to bring mobile devices to help in the learning process should be considered.

We must be selective on technology use in school not just because it is available, as it should be a means to a meaningful end, not an end in itself as teachers work to enrich the student experience.

In the New Year, the Malaysian Education Blueprint gets into its fifth year of implementation in transforming our education system.

The master plan needs a review along the way to add value and rectify any shortcomings to maximise its target by 2025. These two issues mentioned can have a negative impact on teachers and students if we do not address them properly.

Teaching, which is one of the very best jobs in the world, will remain one of the hardest jobs today. I wish a happy and successful new school year for all those who returned to the classroom yesterday.

Source of the article https://www.nst.com.my/opinion/columnists/2018/01/320906/two-challenges-confronting-education

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Perceived dearth of freedom in Japan’s schools reflects wider woes

Michael Hoffman

By: Michael Hoofman. 

What a strange place a school is — a world within a world, a society within a society. Kids grow up in it asking themselves, “Is the real world like this?”

Yes and no. It is and it isn’t.

In December, the weekly Aera published the results of an online survey asking parents and teachers, “Are schools, from the children’s point of view, not free?” Yes, said 93.3 percent of 6,821 respondents.

How free should schools be, given the special nature of their mission? It’s a free society the children will enter upon maturity. It’s also a disciplined society. Freedom and discipline both make demands on education, but the overwhelming disapproval — almost disgust — that Aera elicits conveys such dissatisfaction and frustration that readers can’t help wondering: If parents and teachers feel this way, how must the kids be squirming under rules that demand obedience — not for any rational end they serve but simply because obedience is deemed a virtue?

The mother of a first-grader describes her shock, on entering her daughter’s classroom on parents’ day at lunchtime, to hear — nothing. Silence. Why? It’s the rule, she was told. Children talking dawdle over their meal. Yes, but enforced silence at mealtime is morbid. Well, anyway, that’s the rule.

A junior high school teacher in his 30s ruefully counts among his extra-curricular responsibilities that of inspecting the outdoor footwear students leave in the shoe cupboard before donning indoor shoes and proceeding to class. What’s the point? It’s part of taking attendance. Isn’t roll call enough? No. Why? Well — it’s not, that’s all. It’s always been done this way. If it’s absurd, it’s absurdity sanctioned by time. Does time sanction absurdity? Who has time to consider such questions?

Japanese teachers are said to be the busiest in the developed world. Fourteen-hour days are not unusual. Teachers not teaching are preparing lessons, or doing office work, or enforcing meaningless rules, or supervising extra-curricular sports or craft clubs, or supervising lunch, or placating ever-more-demanding parents who feel their children are being overlooked, or undermarked, or under-recognized for latent genius, or something. More children in recent years come from broken homes or abusive families. This can involve teachers in social problems that are — says one teacher to Aera — beyond their competence. They are teachers, not social workers. Then of course there’s the hoary old problem of bullying, technologically magnified by the virtual powers at every student’s fingertips. A teacher who consulted police about an online slander campaign against one of his students was given short shrift. Insults are not a crime. Threats, yes; not insults. Insults are a moral issue, not a legal one.

In an age of expanding diversity, Aera finds, schools remain wedded to uniformity — down to the color of students’ underwear, fumes one parent. The mother of an elementary school girl works at a day care center where, she feels, kids are free in ways her child is not. She explains: “When (a pre-schooler) is cold, I say, ‘Put on a sweater.’ If an item of clothing gets dirty I say, ‘Change into something else.’ Then the kids move on to elementary school, and suddenly they’re not allowed to use their own judgment about anything. Everyone has to be the same as everyone else. Maybe it’s easier for teachers and students if nobody has to think, but it seems to me there’s more loss than gain.”

Teachers, if not students — probably students, too — are too busy to think. In terms of working hours, 30 percent of elementary school teachers and 60 percent of junior high school teachers are “past the karōshi line,” according to an education ministry report Aera cites. “Karōshi” means death due to overwork. The “line” beyond which that becomes an officially acknowledged danger is 80 hours a week. Stress builds. It must be vented on somebody. “Power harassment,” a familiar affliction of the adult or “real” world, haunts schools too, driving some students, Aera says, into chronic absenteeism.

Life’s a pressure cooker, a jungle — choose your time-honored metaphor. Power harassment we get from our jungle forebears, the apes, writes neurologist Nobuko Nakano in the bimonthly Sapio (November-December). Male apes have their power displays, we have ours. Ours are more complex, more nuanced. We don’t beat our breasts; instead we “dress for success,” bully our subordinates, drive ourselves to exhaustion chasing quantifiable results to brandish as symbols of having “arrived” — where? That’s another question. But today’s young people are different, Nakano says.

A kind of apathy has set in, she finds, that sets the current young generation apart from those of the high-growth and bubble periods, circa 1960-90. Then the goal was clear — growth; and the path to it sure — hard work. Today — what are we striving for? Doubts outweigh certainties. Will my company still exist 10 or 20 years from now? Will my job, my occupation? Will artificial intelligence elbow me aside? “Young people must seem spiritless to their bosses,” Nakano reflects. Shaped by different times, they nourish different ambitions, pursue different status symbols. Yesterday’s goals were promotion, performance, luxury. Today’s, she says, are more likely to be “likes” and “followers” on social media.

There’s another uncertainty weighing on the young: the old. In a separate Sapio article, novelist and essayist Akira Tachibana compares the swelling ranks of Japan’s elderly to the needy foreign refugees and migrants straining Europe’s liberal tolerance. Will the social welfare costs implicit in Japan’s historically unprecedented demographic — more and more elderly increasingly dependent on fewer and fewer young — shred the latter’s post-retirement safety net? Whether or not they end up doing so, the fear that they will is corrosive to morale. The steadily declining birthrate is both symptom and symbol.

So Japan, as Tachibana would have it, is a “refugee” society in spite of itself, its “refugees,” unlike Europe’s, native born and home grown. “Of course,” he writes, “Japan is not on the verge of collapse, like Zimbabwe or Venezuela. … Still, with more and more people living past age 100, there’s no guaranteeing that people now in their 20s, still less generations unborn, will enjoy a secure and prosperous old age.”

In school or beyond school, one way or another — rules here, economic and demographic pressures there — freedom fights for survival, its ultimate victory by no means certain.

Big in Japan is a weekly col

Source of the article https://www.japantimes.co.jp/news/2019/01/12/national/media-national/perceived-dearth-freedom-japans-schools-reflects-wider-woes/

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Games for physical education «the best collection of creative games» (Vídeo)

Reseñas

Por: Entrenamiento Pedagógico. 

Know here, one of the best compilations of creative and fun games, for your physical education classes. All these games are aimed at encouraging recreation and physical activity in general. share these games with other colleagues, so that all of us contribute happy and funny moments to our students remember to leave a like and a nice comment. happy day to all teachers and lovers of physical education #games # education # physics games for physical education «the best collection of creative games» physical education games games for physical education

Fuente del vídeo: https://www.youtube.com/watch?v=tmlwkZapbVA

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Sleep-deprived pupils need extra hour in bed, schools warned

Harriet Sherwood

By: Harriet Sherwood.

Shift school day back by an hour to tackle poor results, anxiety and obesity, say experts

Sleep experts are warning of an epidemic of sleep deprivation among school-aged children, with some urging educational authorities to alter school hours to allow adolescents to stay in bed longer.

Adequate sleep is the strongest factor in the wellbeing and mental health of teenagers, and a shortage is linked to poor educational results, anxiety and obesity, they say. The French education minister approved a proposal to push back by an hour the start of the school day to 9am for students aged 15-18 in Paris.

It followed the publication in December of a study of teenagers in Seattlewhich found a “significant improvement in the sleep duration of students” after the start of the school day was delayed by almost an hour.

“The Paris decision can only be a good thing for the children,” said Dr Neil Stanley, author of How To Sleep Well, who has noted increasing sleep problems in children and teenagers. “For the benefit of our children start times should be moved later, bringing them more in line with teenagers’ biological rhythms.”

Mandy Gurney, founder of Millpond Children’s Sleep Clinic, has seen a 30% rise in referrals of school-aged children in the last 12 months. Lisa Artis of the Sleep Council also said there had been a “noticeable rise” in sleep deprivation among school children. “A change in the school day would be beneficial to teenagers, but it would take a massive campaign for it to happen. The school day is designed to fit in with the standard working day.”

School leaders are increasingly raising concerns about overtired children, both in secondary schools and the upper end of primary schools, according to James Bowen, director of NAHT Edge, an offshoot of the head teachers’ union.

But there was not enough “hard evidence” to justify the “drastic step” of changing school hours, he added. “The bottom line is that school leaders are very interested in any approach that may have a positive impact on pupils’ learning, but there are significant logistical barriers to changing the school day” especially for working families, he said.

The Education Endowment Foundation funds Teensleep, a research projectby Oxford and Durham universities. Teensleep wanted to evaluate the impact of a later start to the school day, but not enough schools signed up for a trial. Now it is examining the consequences of “sleep education” in schools, with the results due to be published in the spring.

Guidance in providing sleep lessons for pupils aged seven to 16 was rolled out to teachers last month.

Scientists say that humans’ circadian rhythms – the body clock that manages the cycle of sleep and wakefulness – change in adolescence. The cycle shifts two hours in teenagers which means that they are wired to go to sleep and wake up later. “It’s like they’re in a different time zone,” said Dr Michael Farquhar, a consultant in paediatric sleep medicine at the Evelina children’s hospital in London.

“We’re asking them to get up before their body clock is ready, because that’s the way the adult world works. So most teenagers end up sleep-deprived.”

Sleep is the “strongest predictor of wellbeing among teenagers”, said Russell Viner, professor of adolescent health at University College London and president of the Royal College of Paediatrics and Child Health.

He co-authored a paper, published in the British Medical Journal in November, based on a study of more than 120,000 15-year-olds which pointed to increasing evidence of the dangers of inadequate sleep.

“When we think about all the things parents worry about, the effects of sleep are about four times higher than the effects of smartphone use,” he said. “There is major development of the brain in puberty. We need to go back to basics: more focus on sleep, physical activity and diet.”

Farquhar said: “If we could rewire the world to suit teenagers, we’d see benefits. But there are practical difficulties in doing that. So, as a start, schools could not schedule double maths at 8.30am and perhaps make PE the first lesson of the day.”

Source of the article: https://www.theguardian.com/education/2019/jan/13/school-deprived-pupils-extra-hour-classes

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Japanese school bans non-white masks for students

Noticias

Asia/ Japan/ 08.01.2019/ Source: japantoday.com.

It’s not uncommon to see people in Japan wearing surgical masks while they’re out and about. While some overseas visitors mistakenly think the practice has something to do with air pollution in Japan’s urban areas, that’s not the case. The primary reasons people in Japan wear masks are to avoid pollen during the country’s severe hay fever season in spring and to prevent catching colds from coworkers or classmates when spending extended periods inside enclosed spaces in the winter.

In a country where workers and students alike are constantly busy, no one wants to have to take a sick day, and so wearing a mask isn’t seen as a sign of hypochondria, but one of admirable dedication to your work or studies. However, Japanese schools, being Japanese schools, can’t help but want to regulate every possible aspect of their students’ conduct, which brings us to this tweet from Japanese middle school teacher @barbeejill3.

“In our afternoon meeting today at work, we spent 30 minutes talking about whether or not students should be allowed to wear masks that are a color other than white…

‘Are light blue or light pink masks too showy and fashionable? Are black ones?’

In the end, the decision was ‘Only white masks will be allowed, because they’re middle school student-like.’

Personally, I don’t care what color mask the students wear, and I wish we’d stop wasting entire half-hours on stupid topics like this.”

This isn’t the first tale of a heavy-handed dress code at a Japanese school, as it comes after other educational institutions dictated the color of students’ underwear and banned “lust-inducing” ponytails. Still, the fact that wearing a mask is widely thought to have health benefits had many online commenters echoing @barbeejill3’s frustration:

“This is so dumb…What’s the baseline for determining if something is ‘middle school student-like?’”

“Isn’t this just a case of middle-aged school employees reacting negatively to colors they’re not used to?”

“Masks are masks.”

“You hear these government studies that say how busy teachers are…so why are they wasting energy checking and enforcing pointless things like this? Shouldn’t they have more faith in their students?”

Then there was the Twitter user who pointed out that even professional-spec masks used by medical professionals are sometimes a color other than white, and it’s not like such vivid hues are leading to improper patient care.

Still, it’s likely that in the school’s opinion, masks, by default, are white. That’s the color most prevalently stocked in stores and worn on the street, and there are indeed some people who choose other colors for aesthetic reasons (which may be why plain white masks weree. considered the least “attractive” in one survey). From that perspective, maybe it’s not so surprising that the school came to the conclusion “white mask=health equipment, colored mask=fashion accessory,” and since Japanese middle school students aren’t allowed to wear necklaces or earrings, the school wouldn’t want them to wear discretionary fashionable masks either.

Of course, it’s also worth considering that because students are all facing the same way when seated for class, all they see if the back of their classmates’ heads, which should really limit how much of a distraction a non-white mask could potentially be, since the offending color would be almost entirely invisible during the teacher’s lecture. Unfortunately, the decision is out of @barbeejill3’s hands, but his incognito online griping about it is a reminder that when Japanese teachers enforce baffling regulations, it might not always be by choice.

Source of the notice: https://japantoday.com/category/features/lifestyle/japanese-school-bans-non-white-masks-for-students

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Quality of Education in Africa (Video)

Reseñas

By: Book in Africa/09-01-2019

Africa is the most youthful continent in the world with more than 200 million youth aged 15 to 24, and creating productive employment options for all these young people is essential for the future of the continent.

A well-educated and skilled workforce is essential to many investors and employers, and we’ve seen that several employers across the African continent have been highly critical of the fact that there’s an absolute lack of basic and technical education and the skills of graduates.

Just like in the rest of the world, a robust education system is key for economic development and growth in nations across the continent.

The basic quality of primary, secondary, technical, vocational, higher, and post-graduate education is generally measured by workers’ performance on the labor market, and this means that the education system across Africa need to be strengthened to be able to absorb the millions of young people in Africa into the regional, national, or global workforce.

The working age population in Africa (15 to 64 year old’s) is continuing to grow rapidly, and by the year 2040, the African workforce is estimated to be over one billion.

The education system in Africa has come to a crossroad, and throughout history, we’ve never seen more students enrolled in schools across Africa. As such, that’s good news, but the education infrastructure, available study materials, and the number of well-trained and qualified teachers have in no way kept pace with the rapidly growing demand.

Increased student numbers have outpaced education funding by far, resulting in a drastic overuse of available facilities, extreme shortage of instructional supplies, and poorly equipped libraries across Africa.

But while we see many more students in the classrooms, but there’s a major and much deeper learning crisis going on: though they’re attending school, many students do not receive basic training at school, and many students are actually are not better off in school the children who are not going to school at all. This means that the quality of the education system in Africa is dangerously poor, and we can see more and more private institutions stepping in to fill these gaps.

In 2015, the average student-teacher ratio in Africa’s primary schools was 40:1, and this statistic hasn’t changed in almost twenty years. We all know that the quality of the education system in a country strongly predicts its economic growth capacity, and African nations have a better chance to benefit not only economically, but also in a broader sense, if their workforce is better educated and have well-rounded skills and knowledge so they are able to compete in today’s knowledge-driven global economy.

In Africa, we see that the increase in the number and quality of private schools, though as such not a negative development and a viable alternative, has come from terribly failing public education systems across the continent. Investing in public education is crucial for building a well-trained and highly skilled workforce and to grow Africa’s progress and prosperity.

Because they recognized the correlation between socio-economic development and the quality of their educational systems, several sub-Saharan countries have finally decided to gradually increase their public spending for educational purposes by over 6 percent annually, and in general we can see that African countries are devoting larger and substantial portions of their government budgets to their education sectors, despite often relatively modest GDP’s and many other developmental issues.

Often we see, though, that the increase in government spending on education is by far not enough to reach essential education levels and to provide decent education opportunities for their young people. Despite all these problems we also are convinced a change for the better will arise as the African countries, on average, are allocating the largest portion of their governments’ expenditure to their education systems (some 18.5 percent)

Source of the review: http://www.bookinafrica.com/quality-education-africa/

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‘Sex Education’: las series adolescentes quieren tomar el relevo para hablar de sexo

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Por:smoda.elpais.com/ María López Villodres/Reseña/09-01-2018

Un consultorio sexual en el instituto gestionado por dos alumnos. La nueva comedia dramática que Netflix estrena el 11 de enero confirma que los adolescentes son el target ante el que rendirse y que la manera de informarse sobre sexo adopta nuevas formas.

Élite, Stranger Things, Skam, Por 13 razones, The End of the Fucking World, Derry Girls… Que las series de adolescentes son ahora el filón que ninguna plataforma de streaming quiere dejar pasar está claro. Los perteneciente a la generación Z han nacido ya en la era del consumo a la carta y demandan ficciones con las que identificarse y que puedan consumir de un atracón. La última en sumarse para inaugurar el curso en Netflix es Sex Education, una producción británica creada por Laurie Nunn que el gigante estrena a nivel mundial el 11 de enero y que, como no es difícil adivinar, trata sobre todo (y en abundancia) de sexo. Su protagonista, Otis Milburn (Asa Butterfield), es el hijo de la sexóloga Jean Milburn, interpretada por Gillian Anderson (Scully en Expediente X). Con pocas habilidades sociales y virgen, también en lo que a darse placer a sí mismo respecta, acaba convirtiéndose en una suerte de gurú sexual para sus compañeros del instituto aprovechándose de todo lo que ha escuchado en casa.

La idea del consultorio clandestino corre a cargo de Maeve Wiley (Emma Mackey), la chica ‘mala’ e involuntariamente popular con la que va a medias en el negocio -y que bien podría pasar por la hermana pequeña de Margot Robbie-. Maeve gestiona los contactos y el dinero y Otis, que se cuelga por ella, resuelve los problemas más íntimos del resto de alumnos. La premisa de aportar solución a las trabas y dudas sexuales de sus compañeros sirve de excusa para acabar exponiendo sus propias dificultades en materia, a pesar de contar en casa con una madre que, según se ve en el tráiler, está dispuesta a abordar el tema en cualquier ocasión. “Me he dado cuenta de que estás fingiendo que te masturbas y me preguntaba si querrías hablar de ello”, le suelta Jean mientras se sientan en el sofá. Tamaño genital, vello incontrolable o inseguridades en las primeras veces en pareja son algunas de las inquietudes que rondan las cabezas de aquellos que atienden a su despertar sexual y a las que la serie da visibilidad.

El sexo no es ninguna novedad en una serie adolescente, pero sí lo son las narrativas en torno a él, a la relación con el propio cuerpo y a asuntos como identidades de género u orientación sexual. “La homofobia pasó de moda en 2008” es una de las frases que, según recogen en Fórmula TV, se escucha en la serie cuando el matón de turno ataca a Eric Effiong (Ncuti Gatwa), el mejor amigo de Otis, homosexual e hijo de padres muy religiosos que hace tutoriales de maquillaje en YouTube a escondidas. Desde Refinery 29, en otra de las pocas reseñas publicadas sobre Sex Education antes del estreno, señalan que el hecho de que la falta de experiencia del protagonista no se trate como un continuo chiste, a diferencia del comportamiento del que abusan programas como The Bachelor con el caso de Colton Underwood (cuya virginidad ha sido objeto de debate en medio Estados Unidos), es un punto a subrayar.

Lo son también sus personajes femeninos: “Maeve, con su chaqueta de cuero y su pelo rosa, se hace con la serie como una joven implacablemente complicada que es mucho más que una manic pixie dream girl a la que Otis pueda rondar”, escribe la periodista Ariana Romero. Y señala también su “apetito sexual sin disculpas” como uno de los rasgos más necesarios del personaje. Como en el caso de Élite con el personaje que tiene VIH, la manera de tratar los temas resulta didáctica, sin pretensión de serlo, por la naturalidad y la cercanía con la que se abordan. En el caso concreto de la producción española, la portadora del virus es quien más habla de ese tema tabú y lo normaliza. La crítica, de hecho, es hacia los personajes de los padres que, ya sea por una protección mal entendida, por prejuicio, o por ambas, quieren mantener silencio al respecto.

El papel que juega el audiovisual (que esta generación consume principalmente en internet) a la hora de informar sobre sexo a los adolescentes es importante. Como recogían en TVE a través del Instituto de la Juventud, “más de la mitad de los adolescentes de entre 14 y 17 años encuentran en internet su principal fuente de información sobre sexo” y “a partir de los nueve años ya es probable que se hayan topado con contenido pornográfico”, indicaban en la Asociación Protégeles. Un tipo de imágenes que aportan una percepción tóxica, peligrosa, alejada de la realidad sobre qué es el sexo, cómo se practica y sobre el consentimiento. Contribuyendo también a fomentar la violencia machista. “Ofrece modelos que no son reales, genera expectativas que no se van a cubrir y propone metas que te meten en el terreno de las obligaciones y aleja del mundo de los deseos”, explicaba el sexólogo Carlos de la Cruz. El mismo reportaje decía que 12 de cada 100 chicas explican haberse visto obligadas a realizar prácticas sexuales que no querían hacer en realidad, solo porque el porno tradicional ha enseñado a hombres y mujeres que ellas son sumisas y su placer es secundario.

Ante esta situación, las vías para combatir los modelos dañinos son la base de una educación sexual en las aulas, que en España depende de las autonomías y que a menudo se acaba reduciendo a uno o dos pequeños talleres o clases al año, y también en casa. Tener ‘la conversación’ o mejor, ‘las conversaciones’ sobre sexo es tan clave como difícil de abordar y, a menudo, con el conocimiento ‘inconsciente’ de que los niños tienen acceso a todo tipo de información en internet, se abandona la tarea. Por este motivo existen plataformas como The Porn Conversation, creada por la directora de cine porno alternativo Erika Lust y su pareja, Pablo Dobner, en la que se dan consejos para padres de niños de diferentes franjas de edad sobre cómo hacerlo. En este escenario, las series se postulan como una vía sencilla, efectiva y con enganche para conseguirlo.

*Fuente:https://smoda.elpais.com/placeres/sexo/sex-education-las-series-adolescentes-quieren-tomar-el-relevo-para-hablar-de-sexo/

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