Discursos empleados por la comunidad educativa en torno a diversidad sexual y prácticas de inclusión/exclusión escolar hacia niños, niñas y adolescentes LGBTI
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Archivos
Fecha
2017
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Sexualidad, género e identidad son categorías sociales cuya
conceptualización responden a un modelo que biologiza y patologiza la
sexualidad, esta forma de entenderla y construirla es conocida como el modelo
heteronormativo o heterosexual.
Este modelo construye e identifica al cuerpo biológico, basado en los
simbolismos femenino/masculino, los cuales responden al pensamiento binario
sexo/género, operando, de esta forma, como un sistema regulador y opresor de
la sexualidad y sus expresiones, es decir, obliga a vivir y expresar la sexualidad
bajo la mirada heteronormativa, de lo contario se concibe como una
“anormalidad”, siendo reconocido como único, verdadero y digno de transmitir
socialmente a través de la difusión de patrones socio-históricos, siendo uno de
los principales campos de transmisión el sistema escolar, ya que con la
utilización de un discurso heteronormado se naturalizan y normalizan ciertas
prácticas de exclusión y/o violencia simbólica hacia personas LGBTI, ya que
estas desafían el modelo.
Actualmente, aún se puede observar que el modelo heteronormado es el
que impera en la sociedad, sin embargo, también hemos sido testigos de los
esfuerzos por la inclusión y aceptación de las personas con sexualidades
diversas, principalmente en el contexto escolar formal. Pese a estos esfuerzos
muchos de los/as alumnos/as LGBTI son violentadas e invisibilizadas,
vulnerando sus derechos a la educación y un pleno ejercicio de este. Razón por
la cual la comunidad educativa cobra un rol fundamental en el cambio de visión
de la sexualidad, dejando de transmitir la herencia cultural de que la
heterosexualidad es única y verdadera.
Sexuality, gender and identity are social categories whose conceptualization responds to a model that biologizes and pathologizes sexuality, this way of understanding and constructing it is known as the heteronormative or heterosexual model. This model constructs and identifies the biological body, based on feminine / masculine symbolism, which responds to the binary sex / gender thinking, thus operating as a regulating and oppressive system of sexuality and its expressions, that is, forces to live and to express sexuality under the heteronormative gaze, of the contrary is conceived as an "abnormality", being recognized as unique, true and worthy to transmit socially through the diffusion of socio-historical patterns, being one of the main fields of transmitting the school system, since with the use of heteronomous discourse certain practices of exclusion and / or symbolic violence towards LGBTI people are naturalized and normalized, as they challenge the model. At present, it is still possible to observe that the heteronormous model prevails in society; however, we have also witnessed the efforts to include and accept people with diverse sexualities, mainly in the formal school context. Despite these efforts, many LGBTI students are violated and invisible, violating their rights to education and a full exercise of this. Reason why the educational community takes a fundamental role in changing the vision of sexuality, failing to convey the cultural heritage that heterosexuality is unique and true. Key words: Heteronormativity, LGBTI, body, sex / gender, sexual diversity, educational community, inclusion / exclusion.
Sexuality, gender and identity are social categories whose conceptualization responds to a model that biologizes and pathologizes sexuality, this way of understanding and constructing it is known as the heteronormative or heterosexual model. This model constructs and identifies the biological body, based on feminine / masculine symbolism, which responds to the binary sex / gender thinking, thus operating as a regulating and oppressive system of sexuality and its expressions, that is, forces to live and to express sexuality under the heteronormative gaze, of the contrary is conceived as an "abnormality", being recognized as unique, true and worthy to transmit socially through the diffusion of socio-historical patterns, being one of the main fields of transmitting the school system, since with the use of heteronomous discourse certain practices of exclusion and / or symbolic violence towards LGBTI people are naturalized and normalized, as they challenge the model. At present, it is still possible to observe that the heteronormous model prevails in society; however, we have also witnessed the efforts to include and accept people with diverse sexualities, mainly in the formal school context. Despite these efforts, many LGBTI students are violated and invisible, violating their rights to education and a full exercise of this. Reason why the educational community takes a fundamental role in changing the vision of sexuality, failing to convey the cultural heritage that heterosexuality is unique and true. Key words: Heteronormativity, LGBTI, body, sex / gender, sexual diversity, educational community, inclusion / exclusion.
Notas
Tesis (Magister en Terapia Ocupacional, mención Salud Física)
Palabras clave
Integración Escolar, Identidad de Género en Educación, Clases Sociales, Modelos heteronormativos, Patrones socio-históricos, Sistema regulador y opresor, Chile