The relationship between school context and gender and sexuality issues. Analysis of the narratives of future teachers

  • Marcus Vinicius de Paula Pereira Junior Centro de Investigação em Didática e Tecnologia na Formação de Formadores – Universidade de Aveiro https://orcid.org/0000-0003-1049-7228
  • Maria Filomena Rodrigues Teixeira Escola Superior de Educação de Coimbra – Instituto Politécnico de Coimbra y Centro de Investigação em Didática e Tecnologia na Formação de Formadores – Universidade de Aveiro https://orcid.org/0000-0001-7374-3671
  • Ana Alexandra Valente Rodrigues Departamento de Educação e Psicologia y Centro de Investigação em Didática e Tecnologia na Formação de Formadores – Universidade de Aveiro https://orcid.org/0000-0003-1736-1817
DOI: https://doi.org/10.5209/redc.94968
Keywords: teachers, gender and sexuality diversity, school, inclusion

Abstract

Currently, there persist limited understandings of sexual and gender diversity, rooted in cisheteronormative patterns, which marginalize dissident bodies. This is reflected in educational practices where, in terms of training future teachers, it is important to reflect on how they contribute to the perpetuation or rupture of normativities. The perceptions of students in an initial teacher training course regarding the relationship between gender, sexuality, and school were investigated, aiming to understand how they move towards redefining conceptions on the subject. Perspectives such as prejudice, teacher insecurities, limitations in training, and difficulties in breaking stereotypes were highlighted, urging the adoption of strategies that include the promotion of inclusion and teacher engagement in favor of equality, diversity, and the fight against LGBTQIphobia.

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Published
2024-10-23
How to Cite
de Paula Pereira Junior M. V., Rodrigues Teixeira M. F. y Valente Rodrigues A. A. (2024). The relationship between school context and gender and sexuality issues. Analysis of the narratives of future teachers. Revista Española de Desarrollo y Cooperación, 51(2), 241-251. https://doi.org/10.5209/redc.94968
Issue
Vol. 51 No. 2 (2024): Educación, Género y Desarrollo eco-social
Section
Monograph

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