Respect for Sexual Identity from the Initial Level of Chilean Education: Transgender Children and Adolescents
DOI:
https://doi.org/10.37843/rted.v18i2.684
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Abstract
For a person, being transgender means that their female or male gender identity differs from their biological sex, which breaks the socially established binary predominance. This essay aimed to analyze the consistency of contemporary intervention logics with the management and staging of diversity at key points of inclusion for transgender children and adolescents, from the earliest years of Chilean education. This essay was framed within the humanistic paradigm, with a deductive method, a qualitative approach, an interpretive approach, and a narrative topic design. Through a theoretical and normative review of the last 15 years, it was possible to obtain the results of curricular advances regarding sexual diversity from the initial or preschool level in Chile; however, there are no explicit policies that address non-normative sexualities within the educational sphere. For this reason, there is a need to move forward with policy management that addresses sexual diversity from the earliest years of education, contributing positively to the inclusion of all.
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