Perspectivas docentes sobre la homosexualidad en el aula: estrategias pedagógicas para atender la diversidad sexual en la Unidad Educativa Los Andes, Cuenca-Ecuador

Abstract

The teachers knowledge about sexual diversity within the educational environment is one of the emerging realities that need to be addressed at the present time, as determined in this research your ignorance of the management of this diversity is leading to school conflicts, arising as a result of not having teachers trained in pedagogical competencies to address homosexuality in the classroom. That is why, the present study aimed to get to know the prospects that have the teachers in the Educational Unit Los Andes in Cuenca-Ecuador, in order to propose strategies to improve the coexistence within the classroom and the institution. For the purpose carried out a qualitative study of ethnographic approach, which had the participation of professors of the sublevel of Unified General Baccalaureate. The selected design is the action research, using ethnographic tools for collecting such information as the focus groups mainly, and the interviews and participant observation in second place. The results obtained show clues as to how it meets the homosexuality in the institution, under teaching practices little inclusive, so, basically this study has developed a process of knowledge, reflection and proposal of strategies for working with diversity in the classroom and thus improve the coexistence between teachers and students within the framework of inclusive education. Finally with the strategies socialized, teachers acquired knowledge to address and manage homosexuality inside the classroom, and thus prevent discrimination against homosexuals.