Representação social de professores em relação a estudantes LGBTI+

: contributos para a educação inclusiva

Abstract

In schools, situations of prejudice and discrimination related to gender identity and sexual orientation persist, negatively impacting people's lives. It is crucial that schools become welcoming and safe spaces for all students, considering their gender identity and/or sexual orientation. Therefore, schools must ensure that professionals are knowledgeable about sexual and gender diversity and adopt inclusive practices accordingly. The social representations of teachers regarding diversity, particularly sexual and gender diversity, can influence their attitudes and practices. The objective of this study was to explore teachers' social representations of sexual and gender diversity, as well as their attitudes and practices. Six teachers were interviewed using vignettes to elicit responses regarding sexual and gender diversity in schools. The teachers exhibited positive representations of acceptance, empathy, inclusion, and non-discrimination, reflecting their willingness to create a welcoming and safe school environment for all students. However, they also demonstrated subtle prejudices, often attributable to lack of preparation and perceived insecurity. As a result, there appears to be a dualism between positive and negative representations, reflecting both challenges and opportunities for creating inclusive educational environments. The social representations presented appear to align with the attitudes, concerns, and feelings of the interviewed teachers. From these findings, implications arise concerning the need for professional development among teachers on these issues, as well as the intensification of school practices that promote greater visibility and representation of LGBTI+ individuals.

Date of Award	11 Jul 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Marisa Carvalho (Supervisor) & Cristiana Vale Pires (Supervisor)