The present study analyzes how an educational community in the Valparaiso Region of Chile produces knowledge and forms of understanding sexuality education from its multiple positions. Addressing the ethical dimensions of sexuality education is crucial to understanding how it is conceptualised and implemented in diverse educational contexts. A qualitative methodology was used, employing a collaborative ethnography design that included teachers, students, parents, and legal guardians. The results reveal that although the positions on sexuality education appear similar, they differ significantly in how they are operationalised into visible and intervenable problems. Moreover, these findings highlight the existing controversies among all involved actors. These differences, conceptualised as ethics of sexuality, are discussed, and their implications for the Chilean school system are analysed.