Futuros docentes: ética profesional para la educación inclusiva del respeto a la comunidad LGBTIQ+ Future teachers: professional ethics for inclusive education of respect for the LGBTIQ+ community

• Pardo-Valencia, Fernando ^[1] ; Olivo-Angulo, Luis ^[1] ; Valverde-Medina, Jenny ^[1] ; Valverde-Medina, Luzmila ^[1]
  1. [1] Universidad Técnica “Luis Vargas Torres” de Esmeraldas
• Localización: GICOS: Revista del Grupo de Investigaciones en Comunidad y Salud, ISSN-e 2610-797X, Vol. 9, Nº. 3 (septiembre-diciembre), 2024, págs. 344-361
• Idioma: español
• Títulos paralelos:
  • Future teachers: professional ethics for inclusive education of respect for the LGBTIQ+ community
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  • español

    El artículo aborda la importancia de la formación de futuros docentes en la ética profesional para una educación inclusiva, con especial énfasis en el respeto a la comunidad LGBTIQ+. El objetivo es analizar las percepciones de los estudiantes de la carrera de Pedagogía de las Ciencias Experimentales de Química y Biología de la Universidad Técnica "Luis Vargas Torres" sobre la inclusión educativa de la comunidad LGBTIQ+, identificando barreras sociales y culturales que perpetúan la discriminación. La metodología empleada fue de enfoque mixto, utilizando encuestas y entrevistas semiestructuradas. Se recolectaron datos cuantitativos mediante encuestas a 60 estudiantes y se realizaron entrevistas a docentes para obtener información cualitativa. Además, se revisaron documentos clave relacionados con la inclusión educativa. Los resultados muestran que, aunque se ha avanzado en políticas inclusivas, aún persisten barreras culturales y sociales que dificultan su implementación. Un 14% de los encuestados consideró que la homosexualidad es una enfermedad, reflejando la necesidad de mayor educación sobre diversidad sexual. Las conclusiones destacan la urgencia de reformar la formación docente para incluir contenidos sobre diversidad sexual y derechos humanos, y así combatir las actitudes discriminatorias que persisten en el entorno educativo. Es fundamental promover un cambio cultural profundo que desmonte los prejuicios y fomente un ambiente inclusivo y respetuoso en las instituciones educativas.The article addresses the importance of training future teachers in professional ethics for inclusive education, with special emphasis on respect for the LGBTIQ+ community. The objective is to analyze the perceptions of the students of the Pedagogy of Experimental Sciences of Chemistry and Biology of the Technical University “Luis Vargas Torres” about the educational inclusion of the LGBTIQ+ community, identifying social and cultural barriers that perpetuate discrimination. The methodology employed was a mixed approach, using surveys and semi-structured interviews. Quantitative data were collected through surveys of 60 students and interviews were conducted with teachers to obtain qualitative information. In addition, key documents related to educational inclusion were reviewed. The results show that, although progress has been made in inclusive policies, there are still cultural and social barriers that hinder their implementation. Fourteen percent of respondents considered homosexuality to be an illness, reflecting the need for more education on sexual diversity. The conclusions highlight the urgency of reforming teacher training to include content on sexual diversity and human rights, in order to combat discriminatory attitudes that persist in the educational environment. It is essential to promote a profound cultural change that dismantles prejudices and fosters an inclusive and respectful environment in educational institutions.Recibido: 05-09-2024Aceptado: 23-10-2024Publicado: 01-11-2024

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    The article addresses the importance of training future teachers in professional ethics for inclusive education, with special emphasis on respect for the LGBTIQ+ community. The objective is to analyze the perceptions of the students of the Pedagogy of Experimental Sciences of Chemistry and Biology of the Technical University “Luis Vargas Torres” about the educational inclusion of the LGBTIQ+ community, identifying social and cultural barriers that perpetuate discrimination. The methodology employed was a mixed approach, using surveys and semi-structured interviews. Quantitative data were collected through surveys of 60 students and interviews were conducted with teachers to obtain qualitative information. In addition, key documents related to educational inclusion were reviewed. The results show that, although progress has been made in inclusive policies, there are still cultural and social barriers that hinder their implementation. Fourteen percent of respondents considered homosexuality to be an illness, reflecting the need for more education on sexual diversity. The conclusions highlight the urgency of reforming teacher training to include content on sexual diversity and human rights, in order to combat discriminatory attitudes that persist in the educational environment. It is essential to promote a profound cultural change that dismantles prejudices and fosters an inclusive and respectful environment in educational institutions.