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Teaching in high education is permeated by sayings about sexuality: sciences and didactics speak, from everyday practices such as the distribution of spaces, the legitimation of the unequal division of power, the discipline of bodies, etc. Paradoxically, the absence of Integral Sexual Education is recognized, which makes it possible to deconstruct sexism, enable empowerment in sexual rights and strengthen the student's sexual citizenship. The purpose of this article is to offer arguments that justify the inclusion of Integral Sexual Education, in the trajectory of the formation of students of Biology teaching courses, both at university and non-university level. In this opportunity, the voices of students in these careers are presented, rescued from quantitative and qualitative approaches. Among other contributions, the research made it possible to recognize some discursive arguments associated with the disciplinary field that continue to have real force and that need to be revised in terms of gender studies. Other results are summarized in ideas for the curricular inclusion of Sexual Education at level. Finally, reflections are presented for the construction of a pedagogy of sexuality in the training of researchers. This presentation is the advance of a broader research involving other actors and methodological strategies.

TRAZOS PARA ESBOZAR LA INCLUSIÓN DE LA EDUCACIÓN SEXUAL INTEGRAL EN LOS PROFESORADOS DE BIOLOGÍA. RECUPERANDO LAS VOCES DEL ESTUDIANTADO