Conocimientos y actitudes del profesorado en el abordaje de la diversidad afectivo-sexual. Una revisión sistemática
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2019-07-26
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En el ámbito educativo aún sigue habiendo actitudes estereotipadas con respecto al colectivo LGTBQ+, y en general, a la diversidad afectivo-sexual. Para ello es fundamental que el profesorado obtenga una adecuada formación en este tipo de diversidad y sepa transmitirla al alumnado. El presente trabajo se basa en identificar los conocimientos y actitudes estereotipadas que pueda tener el profesorado con respecto a la diversidad afectivo-sexual. El método se ha elaborado basándonos en los fundamentos PRISMA para revisiones sistemáticas, donde se han manejado diferentes plataformas de búsqueda y diferentes combinaciones de términos. Los resultados indican que el profesorado tiene conocimiento sobre los conceptos básicos de la diversidad afectivo-sexual, pero aun así, no tienen la formación adecuada para atenderla en las aulas. Además, la homofobia y las actitudes estereotipadas van disminuyendo con el paso del tiempo pero aún hay un porcentaje de docentes que las siguen manifestando.
In the educational field, stereotypical attitudes regarding the LGBTQ+ community, and in general, affective-sexual diversity, still exist. To achieve this, it is essential that teachers receive adequate training in this type of diversity and know how to communicate it to students. This study aims to identify the stereotypical knowledge and attitudes that teachers may have regarding affective-sexual diversity. The method was developed based on the PRISMA foundations for systematic reviews, using different search platforms and different combinations of terms. The results indicate that teachers are knowledgeable about the basic concepts of affective-sexual diversity, but they still lack adequate training to address it in the classroom. Furthermore, homophobia and stereotypical attitudes are decreasing over time, but there is still a percentage of teachers who continue to display them.
In the educational field, stereotypical attitudes regarding the LGBTQ+ community, and in general, affective-sexual diversity, still exist. To achieve this, it is essential that teachers receive adequate training in this type of diversity and know how to communicate it to students. This study aims to identify the stereotypical knowledge and attitudes that teachers may have regarding affective-sexual diversity. The method was developed based on the PRISMA foundations for systematic reviews, using different search platforms and different combinations of terms. The results indicate that teachers are knowledgeable about the basic concepts of affective-sexual diversity, but they still lack adequate training to address it in the classroom. Furthermore, homophobia and stereotypical attitudes are decreasing over time, but there is still a percentage of teachers who continue to display them.