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Para reflexionar sobre los modos en los cuales el género y la sexualidad se han visibilizado en el ámbito educativo es importante reconocer que, aun cuando no se abordan explícitamente, su presencia es transversal: están en todas partes y "toda educación es sexual". Se trata de una realidad paradójica en la que, tal como ya ha problematizado Foucault, pareciera tratarse de un tema tabú que sin ser abordado directamente forma parte de discursos omnipresentes. En este artículo buscamos interrogar los modos en que se ha visibilizado la diversidad sexual en el ámbito educativo (en políticas, discursos e intervención directa); sobre los efectos que tienen estas actuaciones, y si éstas posibilitan una lectura crítica a la heteronormatividad y a la lógica binaria de comprensión de las relaciones de género. Lo hacemos poniendo en cuestión, desde una mirada feminista, algunos elementos heterosexistas y normalizantes que consideramos aún presentes en los discursos educativos vigentes.Descriptores: Heteronormatividad, Género, Diversidad sexual, LGTBI, Políticas educativas.In order to reflect on the ways in which gender and sexuality have been made visible in the educational realm it is important to recognize that, even if these issues are not explicitly addressed, their presence is transversal, they are everywhere and "all education is sexual". This is a paradoxical situation, as it has been already problematized by Foucault, in which it seems to be a taboo subject that is not dealt with directly, but has a ubiquitous discursive presence. In this article we seek to interrogate the ways in which sexual diversity has been made visible in the educational realm (in policies, speeches and direct intervention); the effects of these actions, and if they allow a critique of heteronormativity and the binary understanding of gender relations. From a feminism perspective, we seek to question some heterosexist and normalizing elements that we consider to be still present in current educational speeches.

This article aims to analyze the historical processes that allowed and promoted the creation of occupational therapy in Latin America. For the identification of the collaborators, the countries that are members of the Latin American Confederation of Occupational Therapy (Clato) were listed, the representatives in that organization were contacted and invited to collaborate, in order to be possible an initial survey of documents and subjects involved with such processes in different countries. In relation to the collection and organization of data, was made a historical delimitation of the first ten years in which was identified the beginning of the first programs in occupational therapy in Latin America, namely between 1956 and 1966. The countries whose programs were created in those decades were: Brazil, Mexico, Argentina, Venezuela, Chile and Colombia. As part of the results, it was possible to identify that the histories of occupational therapy and the creation of programs in Latin America include, among other things, the antecedents related to poliomyelitis epidemics and to the history of psychiatric care, as well as the presence of international cooperation movements, the hierarchy of professional careers and the processes of subordination of the female gender, as regards the insertion of women in work activities.

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The objective of this manuscript is to contribute to the education of future occupational therapists within the current paradigm of the profession. To this purpose, some of the conceptual foundations of pragmatist epistemology and philosophical contributions of the philosopher Jane Addams are presented. Some pragmatist fundamentals such as the holistic vision of the human being, the paradox of separating "knowing from doing", and giving the usefulness of the activity and knowledge primacy in the process of human development, inspired the profession of Occupational Therapy in the United States at the beginning of the twentieth century. Today, almost 100 years after the founding of the National Society for the Promotion of Occupational Therapy, pragmatism is still relevant to the profession. Specifically, its pertinence is related to the current scenario of the profession, and its powerful development in working scopes related to socio-community fields. This helps identify how we are on the verge of another paradigm, known as Social Paradigm of the Occupation. This new social understanding of the discipline allows us to understand the relevance of professional work in community or social contexts. Future research could address how the pragmatism contributes to the understanding of occupation as a social phenomenon within this new paradigm. Copyright © 2016 John Wiley & Sons, Ltd.