Bibliographic citations
Aguilar, S., Fuentes, E., Rojas, M., Toribio, M., Vidalon, M. (2023). Docentes por un Mundo Mejor : Fomentando espacios escolares libres de discriminación por diversidad sexual [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24173
Aguilar, S., Fuentes, E., Rojas, M., Toribio, M., Vidalon, M. Docentes por un Mundo Mejor : Fomentando espacios escolares libres de discriminación por diversidad sexual []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24173
@misc{renati/26371,
title = "Docentes por un Mundo Mejor : Fomentando espacios escolares libres de discriminación por diversidad sexual",
author = "Vidalon Pozo, Maria Fernanda",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
Discrimination based on sexual orientation in schools affects self-esteem, integral development and, above all, the learning process of students, since there is no environment of respected or appreciation. For this reason, the research work called "Docentes por un Mundo Mejor: Fomentando espacios escolares libres de discriminación por diversidad sexual " is presented. For this work, the following communication problem was raised: the fear of secondary school teachers of the Mundo Mejor school in Chimbote to address issues related to sexual diversity in the classroom because they feel unprepared to mediate spaces free of violence against sexual discrimination in which they can talk about these issues with respect, empathy and assertiveness. The main objective is to strengthen the competencies and security of teachers to promote and generate respectful, empathetic, assertive and violence-free spaces against sexual diversity. It was also proposed to work through two approaches: Gender, which is based on the need to reflect on masculine and feminine identities as social constructs, and Human Rights, related to the recognition of students as subjects of rights and not as objects of care. The collection of information uses a qualitative and quantitative methodology, and nine activities are proposed that meet the specific objectives of the project . The strategies used have a dialogic and participatory methodology, testimonial, edutainment and community communication; therefore, the project is designed to be implemented in a face-to-face manner. Finally, it should be noted that communication for development is key because it allows us to change the attitudes and behaviors of teachers in order to turn them into agents of change.
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