Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
The purpose of this study was to examine the role of teachers in promoting the inclusion of LGTBIQ+ students in the educational policies of selected Latin American countries. A qualitative documentary design was carried out, using operational techniques for the management of docu-mentary sources. Th...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/11266 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/11266 |
| Access Level: | acceso abierto |
| Palabra clave: | América Latina Colectivo LGTBIQ+ Políticas Públicas Docentes Coletivo LGBTQIA+ Latin America LGTBIQ+ Collective Public Policies Teachers Amérique Latine Collectif LGTBIQ+ Politique Gouvernementale Professeur |
| Sumario: | The purpose of this study was to examine the role of teachers in promoting the inclusion of LGTBIQ+ students in the educational policies of selected Latin American countries. A qualitative documentary design was carried out, using operational techniques for the management of docu-mentary sources. The results indicate that the anti-discrimination intent alongside efforts to promote accessibility and foster respectful environments has only been incorporated in recente initiatives adopted by some countries in the region. Regarding the role of teachers, approaches include aspects of training and awareness programs, which do not fully align with the existing context and fail to guarantee inclusive education. The study concludes that public policy does not converge with the role of teachers. Laws are established that, in some cases, are general and, in others, specific for the inclusion of this group, but with a sense of ambivalence. |
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