Intervenciones psicológicas para la inclusión educativa de las diversidades identitarias

Abstract

Identity diversities are defined as the multiplicity of behaviors, emotions, affects and sexual manifestations related to a gender identity or sexual orientation. It is not always possible to understand these types of identities in the family, in schools and colleges, as they escape the social norms proposed by the heteropatriarchy. This produces violent reactions towards the LGBTI community, causing difficulties in the different areas of academic and social development. Reliable information is collected to learn about gender studies and, as is the case with this trial, homophobic and transphobic behaviors executed in the educational setting. It is concluded that this exclusion has arisen due to the heteronormative discourse developed historically in different aspects of daily life that is manifested with concrete derogatory actions and this is reflected in the disapproval and discrimination suffered by this population, in the family, in social and interpersonal relations and in the educational aspect. This essay also specifies the psychological interventions to be applied for educational inclusion, with emphasis on teachers, who execute discriminatory actions causing discomfort in the students that make up this identity population. It points out the case exposed in the biographical book, Yo nena, Yo princesa by the author Gabriela Mansilla, which tells the story of the first trans girl who accesses her ID card under the protection of the Gender Identity Law in Argentina. It considers relevant aspects about the school life of this minor and the process she went through to build her identity.