El imaginario social del “marica” en la adolescencia: identidad, pedagogía y diversidad sexual en contextos escolares de Norte de Santander
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Fecha
2025
Autores
Gallegos Casanova, Penélope
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas Y Sociales
Facultad de Ciencias Jurídicas Y Sociales
Resumen
Esta investigación exploró las vivencias de estudiantes con orientaciones sexuales diversas dentro del sistema educativo colombiano, haciendo especial énfasis en las dinámicas que emergen en instituciones públicas y privadas. Se tomó como punto de partida un marco teórico que reconoce la literatura como una forma de resistencia ante los discursos normativos y como vehículo en la construcción performativa de las identidades de género (Butler, 2007; Foucault, 1999). Desde un enfoque metodológico cualitativo, se recopilaron narrativas mediante entrevistas semiestructuradas y devolución sistemática realizadas a estudiantes, docentes, familias y directivos. El análisis de estas voces permitió revelar tensiones estructurales, prácticas excluyentes y representaciones sociales que limitan la expresión de la diversidad sexual en el ámbito escolar. Con base en estos hallazgos, se diseñaron recomendaciones pedagógicas orientadas a transformar los imaginarios institucionales y fomentar una convivencia respetuosa e inclusiva. Además, se crearon pósteres educativos como recurso didáctico, buscando impulsar la sensibilización y el diálogo sobre la diferencia sexual en los entornos educativos. Este trabajo evidenció la necesidad urgente de repensar la escuela como un espacio abierto a todas las identidades, favoreciendo una pedagogía crítica y sensible que dialogue con las realidades contemporáneas de los y las adolescentes.
This research explored the experiences of students with diverse sexual orientations within the Colombian educational system, with particular emphasis on the dynamics emerging in both public and private institutions. The theoretical framework was grounded in the understanding of literature as a form of resistance to normative discourses and as a vehicle for the performative construction of gender identities (Butler, 2007; Foucault, 1999). Using a qualitative methodological approach, narratives were gathered through semi-structured interviews and systematic feedback sessions conducted with students, teachers, families, and school administrators. The analysis of these voices revealed structural tensions, exclusionary practices, and social representations that constrain the expression of sexual diversity in the school environment. Based on these findings, pedagogical recommendations were developed to help transform institutional imaginaries and promote respectful and inclusive coexistence. Additionally, educational posters were created as didactic tools aimed at encouraging awareness and dialogue about sexual difference in educational settings. This study highlighted the urgent need to rethink the school as a space open to all identities, fostering a critical and sensitive pedagogy that engages with the contemporary realities of adolescents.
This research explored the experiences of students with diverse sexual orientations within the Colombian educational system, with particular emphasis on the dynamics emerging in both public and private institutions. The theoretical framework was grounded in the understanding of literature as a form of resistance to normative discourses and as a vehicle for the performative construction of gender identities (Butler, 2007; Foucault, 1999). Using a qualitative methodological approach, narratives were gathered through semi-structured interviews and systematic feedback sessions conducted with students, teachers, families, and school administrators. The analysis of these voices revealed structural tensions, exclusionary practices, and social representations that constrain the expression of sexual diversity in the school environment. Based on these findings, pedagogical recommendations were developed to help transform institutional imaginaries and promote respectful and inclusive coexistence. Additionally, educational posters were created as didactic tools aimed at encouraging awareness and dialogue about sexual difference in educational settings. This study highlighted the urgent need to rethink the school as a space open to all identities, fostering a critical and sensitive pedagogy that engages with the contemporary realities of adolescents.
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Palabras clave
Identidades de género, Adolescencia, Imaginario social, Escuela, Pedagogía sensible, Metodología cualitativa
