Publication: La Disidencia Sexual en la educación histórica y ciudadana. Enfoques curriculares y perspectivas de tres docentes de ciencias sociales en Chile
Authors
Meneses, Belén ; Benavides, Catalina ; Araya Bustamante, Jorge
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/pantarei/552551
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info:eu-repo/semantics/article
Description
Abstract
Estainvestigación analiza las posibilidades de inclusiónde laDisidenciaSexualen la educación histórica y ciudadana.Interesaevitarperpetuarun discurso patriarcaly cis-heteronormado,porque impactanegativamente en el reconocimiento de los diversos protagonistas sociohistóricospor parte del alumnado. Para ello,se analizan documentos curricularesyentrevistas realizadasa tresdocentes de historia y ciencias sociales en Chile.Por un lado, se constata una escasapresencia de la Disidencia Sexualen los documentos oficiales,pueses consideradade forma implícita comoparte de la noción de diversidad sexual,sinotorgarlesmayorrelevancia. Por otrolado, se reconocentres perfilessegún las perspectivasdel profesorado:Moderado-heteronormado,Aliada-moderadayTransgresora-inclusiva. Se mencionan distintas posibilidades de inclusión de la Disidencia Sexual: su consideracióncomo un aporte anecdótico parala formación ciudadana;la necesidad de vincularla a todo contenidohistórico; y suvaloración comoun concepto indispensablepara trabajar la justicia social.
This research analyzesthe possibilitiesof including Sexual Dissidence in historical and civic education. It is interesting to avoid perpetuatinga patriarchal and cis-heteronormated discourse, because it has a negative impact on students’recognition of the existing varietyofsociohistorical protagonists. To do this, curricular documents,and interviews with three history and social sciences teachersin Chile are analyzed. On the one hand, there is a scarce presence of Sexual Dissidence in official documents, since it is implicitly considered as part of the notion of sexual diversity, without giving it greater relevance.On the other hand, three profiles are defined according to the perspectives of the teaching staff: Moderate-heteronormative, Allied-moderate and Transgressive-inclusive. Different possibilities of inclusion of Sexual Dissidence are mentioned: its consideration as an anecdotal contribution for citizen education; theneed to link it to all historical content; and itsvaluation as an essential concept to work on social justice.
This research analyzesthe possibilitiesof including Sexual Dissidence in historical and civic education. It is interesting to avoid perpetuatinga patriarchal and cis-heteronormated discourse, because it has a negative impact on students’recognition of the existing varietyofsociohistorical protagonists. To do this, curricular documents,and interviews with three history and social sciences teachersin Chile are analyzed. On the one hand, there is a scarce presence of Sexual Dissidence in official documents, since it is implicitly considered as part of the notion of sexual diversity, without giving it greater relevance.On the other hand, three profiles are defined according to the perspectives of the teaching staff: Moderate-heteronormative, Allied-moderate and Transgressive-inclusive. Different possibilities of inclusion of Sexual Dissidence are mentioned: its consideration as an anecdotal contribution for citizen education; theneed to link it to all historical content; and itsvaluation as an essential concept to work on social justice.
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Citation
Panta Rei. Revista digital de Historia y Didáctica de la Historia, Vol. 17 Núm. (2023)
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