Pedagogical practices and sexual diversity: the teacher as a facilitator in LGBTQIA+ students’ school experiences

Abstract

In Brazil and all over the world, the need for affirmative actions aimed at the inclusion and well-being of LGBTQIA+ students is palpable. Unprepared professionals and students facing instances of psychological and physical abuse inside the school environment due to said lack of preparation can be easily found. This article sought to bring tools to these educators, gathering data from Brazil and other countries, through bibliometric research and systematic revision of primary and secondary data, related to the school experience of LGBTQIA+ students, as well as reports by professionals either in formation or in activity about how to take actions that have a positive impact towards the creation of a safe and welcoming environment for everyone. The data collected was mainly published between the years of 2015 and 2020, focusing on primary and secondary students. It has been ascertained that the environments where LGBTQIA+ students feel most comfortable were those in which the school faculty members made use of dialog and took a stand on behalf of these students, and thus served as role models so that others would do the same.