A/65/162 development. 60 Sexual education should encourage a rethinking of the stereotypical roles assigned to men and women so that real equality can be achieved. 64. In the Special Rapporteur’s view, sexual education constitutes a domain in which rights are exercised and, consequently, in which they can also be violated. An example of this is the violence suffered by women subjected to genital mutilation, an aberrant practice supposedly justified by tradition that constitutes a terrible act of violence and violation against women, who find themselves invaded and mutilated and whose physical integrity, health and right to pleasure are denied. 65. In the case of Latin America and the Caribbean, gender issues are stated to be important at all levels. However, the regional average shows that countries are still not dealing with all aspects of sexual inequality in official programmes. Moreover, the question of discrimination based on sexual orientation or preference is practically omitted from school curricula in the region. Only Uruguay reports that it is included in all programmes, while Colombia and Argentina report that it is addressed in most programmes.45 66. The male perspective has already been recognized for some years as an important dimension of gender analysis, and an area of action to promote gender equality. It should be borne in mind that patriarchy affects everyone by normalizing and stereotyping roles, thereby imposing needs and ways of being and feeling. But, like any social construct, it can be changed. This important and difficult task must be taken up by all men and women for reasons of gender solidarity and must therefore be tackled explicitly in education. 67. The importance of the sexual diversity approach, which is linked to the gender perspective, should be emphasized. Regrettably, few sexual education programmes and curricula include this approach. The aforementioned Yogyakarta Principles are a fundamental tool for inclusion of the diversity perspective in the public policies that have to be taken into account in education. 68. Unfortunately, certain types of programmes have proved to be of limited effectiveness in achieving the desired results. These include programmes based on a single, rather than a comprehensive perspective. Programmes that focus exclusively on abstinence as the sole option raise various problematic questions 61 because they deny students’ right to accurate information that allows them to make informed and responsible decisions. 69. In addition, abstinence-only programmes marginalize millions of young people who are already having sexual relationships and, like programmes promoting abstinence until marriage, do not foster informed and responsible decision-making. In the Special Rapporteur’s view, this type of programme normalizes, stereotypes and promotes images that are discriminatory because they are based on heteronormativity; by denying the existence of the lesbian, gay, transsexual, transgender and bisexual population, they expose these groups to risky and discriminatory practices. __________________ 60 61 10-46213 Miguel Ángel Santos Guerra, Currículum oculto y construcción del género en la escuela (University of Málaga, Spain). John Santelli and others, “Abstinence-only education policies and programs: A position paper of the Society for Adolescent Medicine”, in Journal of Adolescent Health, No. 38 (2006). 17