Educating with equity: Dissenting sexualities in the school environment

Abstract

The concept of dissent sexualities was coined by the social sciences in the last decade and comprises identities, cultural practices, and political movements that are not aligned with the socially imposed norm of heterosexuality. The process of identity is in constant transformation due to the multiplicity of factors that affect it, both in time and context.
The school space is understood as a place of formation and multiplication of social constructions that can perpetuate the limitations imposed on the exercise of the rights of children and adolescents, or that in the future can open the social scene more respectfully with human freedoms.
In this sense, the school has a fundamental role in the identity construction of the various stages of childhood and therefore requires inclusive participation.
Today's crisis is an opportunity to think about which school we want to return to; it is an opportunity to create alternatives that accompany students in the construction of their life projects. So that their passage through school is not just a formality derived from compulsory education and, mainly, so that it does not continue to present itself as the expulsion of dissident sexualities.
What we propose, or what we dream of, is a school that functions as a space of freedom, where all people can express their sexual condition without suffering violence or discrimination. To generate a change in cultural paradigms, so that it is possible to promote respectful, dignified, and inclusive educational experiences based on accompaniment and the full recognition of the rights of all people, without discrimination of any kind. We must begin by criticizing and denouncing the flaws in the traditional format of education.