La formación docente y los procesos reflexivos en el tránsito de una experiencia educativa travesti-trans y disidente
This research promises to analyze an inclusive education experience: Space Secondary Transvestite, Trans and Dissident (not exclusive) developed in the city of Rosario, Santa Fe, from the year 2021 to the present. Said space, endorsed by Resolution 0531 of the Ministry of Education of Santa Fe, deve...
Guardado en:
| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2023
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/7047 |
| Sumario: | This research promises to analyze an inclusive education experience: Space Secondary Transvestite, Trans and Dissident (not exclusive) developed in the city of Rosario, Santa Fe, from the year 2021 to the present. Said space, endorsed by Resolution 0531 of the Ministry of Education of Santa Fe, develops under the modality of classroom extension dependent on the middle school for youth and adults (EEMPA N°1147). Mainly trans people and transvestites attend who were expelled from the pre-existing formal education system highlighting the mechanisms of exclusion that the hegemonic school exercises towards the dissidences.
It is known that the constitutive feature of the traditional school has been the prescription of heteronormativity and the binary system as unique expressions of identity. Like gear In this system there is teacher education, which was attended by the educators who are today at the front of this educational experience. Corresponding to this, the question-problem that crosses this writing, inquires about the trajectories linked to comprehensive sexual education and rights from a gender perspective of these teachers. It is interesting to inquire, on the onehand, the knowledge provided by initial teacher education and, if any, continuous. And on the other, the process of personal reflection carried out by teachers in scenarios that question heteronormativity and the binary system.
The advances of the present investigation were built from semi-structured interviews to teachers and observations of classes in said institution. This study is intended to reveal the formative as well as reflective situation of those who are today in charge of an educational institution created to historically repair the identities that the Educational System has expelled. These data will make it possible to establish the profile of an inclusive teacher, anchored in theperspective of gender and human rights. |
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