"That other are normal," the trans in the educational system. How gender stereotypes and roles influence

Abstract

"The gender identity of a person does not begin in adulthood, but is an internal and individual experience that is felt from childhood and develops throughout life" (Weight and Shiariti, 2019). Objective: explore how heteronormativity operates and what effects produces on the aulic practices and in school culture. Examine what it says and how the Comprehensive Sexual Education Law applies. Analyze the concept of trans adolescents and the scope of the Gender Identity Law.

Methodology: to carry out this work, a qualitative, cross -sectional methodological strategy was used, seeking, from the collection of data in certain visits to secondary schools. The dynamics used was observational, participating action, where they worked together between preventive students of the Faculty of Medicine and Psychology, and students of secondary schools building together.

Results: there were debates about respect for gender identity, gender expression or sexual orientation. The secondary students expressed the lack of presence or action by the educational institution in situations of conflict or discrimination. Doubts were presented by students regarding the differences between sex and gender. He talked about respecting the body of the other. Also about gender stereotypes and how we are socially influenced by them.

Conclusions: we want that in educational institutions the dialogue and debate between the students can be created, to be heard. That the law of esi is guaranteed. It is also necessary a prompt modification of the contents of the law, where other identities, other corporalities, necessary to build childhoods and freer adolescents are included and visible.