Sexuality is a central aspect of human beings, and adolescence is a crucial period of transition from childhood to adulthood where sexual awakening occurs. As a critical aspect of life, adolescents should have quality sexual education to guide them through this transition. A qualitative design using in-depth interviews with an ethnographic perspective to obtain detailed information considering the context. The Venegas model on sexual-affective education was referenced. This model identifies four significant areas: gender, sexuality, love/affection, and body. A qualitative design based on in-depth interviews was chosen to obtain detailed information about the issues mentioned. Forty semi-structured interviews were conducted with adolescents aged 13 to 20 in two groups: students of compulsory secondary education and vocational training. Results showed boys tend to prioritize physical aspects of sexuality, such as masturbation and intercourse, whereas girls tend to focus more on emotional connections and concern about contraception. Pornography, patriarchal cultural patterns, sexism, and traditional gender roles shaped these initial experiences. Meanings and practices were revealed to be conditioned by a sexist model of attraction, body dissatisfaction, and learning through pornography, which was related to experiences of normalized control and sexual violence in relationships. Some positive advancements resulting from feminist achievements were also discovered, such as understanding the value of consent, empathy, and the appreciation of alternative models of masculinity by some girls. These results highlight the importance of developing sexual education programs from a psychosocial and feminist perspective. Such programs should aim to transform cultural norms and attitudes surrounding sexuality, promoting agency and healthier and more equitable relationships among adolescents.
