EDUCACIÓN Y DIVERSIDAD SEXUAL: Perspectivas de Estudiantes y docentes de una escuela confesional de la ciudad de Córdoba – Argentina, sobre relaciones homo erótico afectivas.

Tomasini, Marina Edith; Bertarelli, Paula; Esteve, María

doi:10.5216/rir.v13i2.44800

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Seeking to respond to the above, several institutions have paid more attention to the visibility, representation and respect for sexual and gender diversity groups (see Table 1), considering the need to adopt an inclusive perspective that promotes a proper education for everyone (Tomasini et al ., 2017). In this sense, educational institutions have adopted models for implementing curricular and extracurricular practices that promote integration and rich diversity, impacting the members of these groups and all students.…”

Section: The Role Of Higher Education Institutions In Sexual and Gend...mentioning

confidence: 99%

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

Suárez-Brito,

Alonso-Galicia,

López-Orozco

et al. 2024

JARHE

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PurposeThe objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment.Design/methodology/approachTraining for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students.FindingsThe data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies.Research limitations/implicationsThe varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention.Practical implicationsThe workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students.Social implicationsThe overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective.Originality/valueSocial robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.

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Section: The Role Of Higher Education Institutions In Sexual and Gend...mentioning

confidence: 99%

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

Suárez-Brito,

Alonso-Galicia,

López-Orozco

et al. 2024

JARHE

View full text Add to dashboard Cite

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“Yo no soy el problema”. Discursos de jóvenes LGBTIQ+ sobre la educación sexual

Tiusaba Rivas

2023

Actual. Pedagog.

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El objetivo de esta investigación fue interpretar los discursos de estudiantes sobre la educación sexual impartida desde los Proyectos para la Educación Sexual y de la Ciudadana (PESC) en Bogotá. La metodología empleada fue el análisis crítico-feminista del discurso que se aplicó a cinco entrevistas semiestructuradas hechas a estudiantes LGBTIQ+. Los resultados evidenciaron que el estudiantado se siente excluido de los discursos de género de las instituciones escolares, donde en general no existen políticas de educación sexual y en consecuencia se proponen actividades repetitivas con escasa relación temática, que terminan perpetuando ideologías de género heteronormativas. Esta situación es criticada, rechazada y retada por los jóvenes en sus discursos. Se concluyó que se requiere mayor participación de los jóvenes en los PESC.

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EDUCACIÓN Y DIVERSIDAD SEXUAL: Perspectivas de Estudiantes y docentes de una escuela confesional de la ciudad de Córdoba – Argentina, sobre relaciones homo erótico afectivas.

Cited by 2 publications

References 9 publications

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

Complex thinking and robotics: a proposal for sexual and gender diversity and inclusion training

“Yo no soy el problema”. Discursos de jóvenes LGBTIQ+ sobre la educación sexual

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