Las intersexualidades en la educación afectivo-sexual: análisis sobre su presencia y tratamiento

  1. Granero Andújar, Alejandro 1
  2. García Gómez, Teresa 2
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

  2. 2 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

Journal:
Educar

ISSN: 0211-819X,  2014-8801

Year of publication: 2020

Issue Title: Educación para el desarrollo

Volume: 56

Issue: 2

Pages: 439-456

Type: Article

DOI: 10.5565/REV/EDUCAR.1092 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educar

Abstract

Intersexuality is an underexplored educational reality. This work aims to determine the extent to which intersexuality is present in emotional and sexual education and how it is approached. To this end, a multiple case study was carried out in two secondary education schools in Almeria. The data were collected by means of non-participant observation, in depth semi-structured interviews and documentary analysis and analysed using a coding technique. The results reveal that intersexuality is a virtually unknown reality that is largely ignored in this educational context due both to omission and the superficiality with which the topic is addressed. Additionally, this approach to intersexuality reproduces excluding and discriminatory values, such as binarism and monosexuality, which have been internalized by the participating students, thus giving rise to exclusionary and unequal attitudes among them. We conclude that it is necessary to address intersexuality in educational contexts in a transversal and profound manner in order not to reproduce discriminatory values and to promote the inclusion of diverse corporealities. Similarly, it is essential to discuss the prevailing concept of normativity in greater depth and question binarist and monosexist conceptions in teaching practices.

Bibliographic References

  • AGUIRRE GARCÍA-CARPINTERO, A. y DOMÉNECH VIDAL, A. (2018). Historias que transforman: Narrativas en el aula. Revista Educar, 54(1), 123-143. https://doi.org/10.5565/rev/educar.916
  • ALMEIDA, J.; JOHNSON, R.M.; CORLISS, H.L.; MOLNAR, B.E. y AZRAEL, D. (2009). Emotional distress among LGBT youth: The influence of perceived discrimination based on sexual orientation. Journal of Youth and Adolescence, 38(7), 1001-1014. https://doi.org/10.1007/s10964-009-9397-9
  • BAEZ, J. y CERRO, C.G. del (2012). Las voces juveniles en la construcción curricular: Los géneros en las disciplinas escolares. Ponencia presentada en el VI Congresso de Estudos Sobre a Diversidade Sexual e de Gênero da ABEH. Salvador de Bahía (Brasil), del 1 al 3 de agosto.
  • BUTLER, J. (2006). Deshacer el género. Barcelona: Paidós.
  • CHASE, C. (2005). Hermafroditas con actitud: Cartografiando la emergencia del activismo político intersexual. En C. ROMERO BACHILLER, S. GARCÍA DAUDER y C. BARGUEIRAS MARTÍNEZ (eds.). El eje del mal es heterosexual (pp. 87-108). Madrid: Traficantes de Sueños.
  • CISTERNA CABRERA, F. (2005). Categorización y triangulación como procesos de validación del conocimiento en investigación cualitativa. Theoria, 14(1), 61-71. Recuperado de .
  • COLLER, X. (2000). Estudio de casos. Madrid: Servicio de Publicaciones del Centro Superior de Investigaciones Sociológicas (CSIC).
  • EFE (10 de septiembre de 2016). Las alarmantes tasas de suicidio LGBTI en España: Casi 50 jóvenes se quitan la vida cada año y 950 lo intentan. La Sexta. Recuperado de https://www.lasexta.com/noticias/sociedad/alarmantes-tasas-suicidio-lgbti-espana-casi-jovenes-quitan-vida-cada-ano-950-intentan_2016091057d420120cf2d961f2d443fd.html
  • ESCOBAR, A.L. (2013). El respeto por la diversidad sexual y de género en la Institución Educativa la Gabriela en Bello Antioquia. Trabajo de fin de grado. Recuperado de http://repositorio.ucm.edu.co:8080/jspui/bitstream/handle/10839/522/Arturo%20Leon%20Escobar%20Cordoba.pdf?sequence=1
  • ESPAÑA, C. (2015). Diversidad sexual en la educación primaria: Actitudes y análisis de recursos. Trabajo de fin de grado. Recuperado de http://hdl.handle.net/10902/6868
  • ESPELAGE, D.L.; ARAGON, S.R. y BIRKERTT, M. (2008). Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? School Psychology Review, 37(2), 202-216. Recuperado de https://www.tandfonline.com/doi/abs/10.1080/02796015.2008.12087894
  • FAUSTO-STERLING, A. (1993). The five sexes: Why male and female are not enough. The Sciences, 33(2), 20-24. https://doi.org/10.1002/j.2326-1951.1993.tb03081.x
  • FAUSTO-STERLING, A. (2006). Cuerpos sexuados. Barcelona: Melusina.
  • FOUCAULT, M. (1980). Microfísica del poder. Madrid: La Piqueta.
  • GARCÍA LÓPEZ, D.J. (2015). Sobre el derecho de los hermafroditas. Barcelona: Melusina.
  • GOLDSCHMIDT, R. (1917). Intersexuality and the endocrine aspect of sex. Endocrinology, 1(4), 433-456. https://doi.org/10.1210/endo-1-4-433
  • GUBA, E. (1989). Criterios de credibilidad en la investigación naturalista. En J. GIMENO y A.I. PÉREZ (coords.). La enseñanza: Su teoría y su práctica (pp. 148-165). Madrid: Akal.
  • HARRIS, A. y FARRINGTON, D. (2014). ‘It gets narrower’: Creative strategies for re-broadening queer peer education. Sex Education, 14(2), 144-158. https://doi.org/10.1080/14681811.2013.854203
  • HERNÁNDEZ GUANCHE, V. (2009). Intersexualidad y prácticas científicas: ¿Ciencia o ficción? RIPS, 8(1), 89-102. Recuperado de http://www.redalyc.org/articulo.oa?id=38011446008
  • JACKSON, J. (2009). ‘Dangerous presumptions’: How single-sex schooling reifies false notions of sex, gender, and sexuality. Gender and Education, 22(2), 227-238. https://doi.org/10.1080/09540250903359452
  • JONES, T.; GRAY, E. y HARRIS, A. (2014). GLBTIQ teachers in Australian education policy: Protections, suspicions, and restrictions. Sex Education, 14(3), 338-353. https://doi.org/10.1080/14681811.2014.901908
  • JONES, T.M. y HILLIER, L. (2012). Sexuality education school policy for Australian GLBTIQ students. Sex Education, 12(4), 437-454. https://doi.org/10.1080/14681811.2012.677211
  • JONES, T.M. y HILLIER, L. (2013). Comparing Trans-Spectrum and Same-sex-Attracted Youth in Australia: Increased Risks, Increased Activisms. Journal of LGBT Youth, 10(4), 287-307. https://doi.org/10.1080/19361653.2013.825197
  • JONES, T.; SMITH, E.; WARD, R.; DIXON, J.; HILLIER, L. y MITCHELL, A. (2016). School experiences of transgender and gender diverse students in Australia. Sex Education, 16(2), 156-171. https://doi.org/10.1080/14681811.2015.1080678
  • LUKE, M.; GOODRICH, K.M. y SCARBOROUGH, J.L. (2011). Integration of the K-12 LGBTQI student population in school counselor education curricula: The current state of affairs. Journal of LGBT Issues in Counseling, 5(2), 80-101. https://doi.org/10.1080/15538605.2011.574530
  • MEYER, I. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129, 674-697. https://doi.org/10.1037/0033-2909.129.5.674
  • NIETO, J.A. (2003). La intersexualidad y los límites del modelo «dos sexos/dos géneros». En O. GUASCH y O. VIÑUALES (eds.). Sexualidades: Diversidad y control social (pp. 69-104). Barcelona: Edicions Bellaterra.
  • ORGANISATION INTERSEX INTERNATIONAL AUSTRALIA (2012). Intersex for allies. Recuperado de https://oii.org.au/allies/
  • PARRA ABAÚNZA, N. (2018). Colección de guías sobre derechos sexuales y reproductivos de las mujeres jóvenes: Sexualidad. Cuerpos, identidades y orientaciones. Islas Canarias: Instituto Canario de Igualdad del Gobierno de Canarias. Recuperado de http://www3.gobiernodecanarias.org/medusa/ecoblog/bmarsanf/files/2018/11/guia-4-sobre-derechos-sexuales-y-reproductivos-en-mujeres-jovenes.pdf
  • PERKINS, C. (2012). How Schools Principals Understand and Respond to Homophobia: A Study of One B.C. Public School District Using Ethnodrama. Tesis doctoral. Vancouver (Canadá). University of British Columbia. Recuperado de https://open.library.ubc.ca/media/download/pdf/24/1.0073260/5
  • PLATERO MÉNDEZ, R.L. (2014). Trans*exualidades: Acompañamiento, factores de salud y recursos educativos. Barcelona: Edicions Bellaterra.
  • POTGIETER, C. y REYGAN, F.C. (2012). Lesbian, gay and bisexual citizenship: A case study as represented in a sample of South African Life Orientation textbooks. Perspectives in Education, 30(4), 39-51. Recuperado de https://www.researchgate.net/publication/317719489_Lesbian_gay_and_bisexual_citizenship_A_case_study_as_represented_in_a_sample_of_South_African_Life_Orientation_textbooks
  • SANDÍN ESTEBAN, M.P. (2003). Investigación cualitativa en educación: Fundamentos y tradiciones. Madrid: McGraw-Hill.
  • SAX, L. (2002). How common is Intersex?: A response to Anne Fausto-Sterling. Journal of Sex Research, 39(3), 174-178. https://doi.org/10.1080/00224490209552139
  • SIMONS, H. (2011). Estudio de caso: Teoría y práctica. Madrid: Morata.
  • STAKE, R.E. (1999). Investigación con estudio de casos. Madrid: Morata
  • TAYLOR, S. y BODGAN, R. (1992). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós.
  • VEGA, S.; CRAWFORD, H.G. y VAN PELT, J.L. (2012). Safe schools for LGBTQI students: How do teachers view their role in promoting safe schools? Equity & Excellence in Education, 45(2), 250-260. https://doi.org/10.1080/10665684.2012.671095
Data source: Dialnet