The Ministry of Public Education (SEP) prepared the document Trans and non-binary childhoods and adolescence, in which the teaching profession is asked to recognize the various gender identities that exist, as well as the trans and non-binary childhoods and adolescences that exist in the country’s basic education schools.
This Friday in public basic education schools the School Technical Council (CTE) is held, so this issue will be addressed in public schools.
“It is necessary to recognize, value and appreciate the richness and diversity that make up communities, in order to make visible the multiplicity of identities that coexist, since these elements converge in schools and become challenges that must be addressed from the educational field, Therefore, critical thinking is required, sensitivity towards the different ways of inhabiting the body and a pedagogy that promotes self-knowledge, the possibility of expressing oneself freely, the recognition and respect of sex-gender differences. healthy and peaceful coexistence, and decision-making, among others,” the document states.
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It states that the recognition of trans and non-binary childhoods and adolescence in schools throughout the country “It is an invitation to face new challenges from a humanistic approach that emphasizes appreciation for diversity, which contributes to the full enjoyment of the rights of all people.”
The material presents a series of proposals to teachers “to promote awareness, the exchange of experiences and collective learning”, when mentioning some challenges they face at school when addressing situations related to trans and non-binary childhoods and adolescence.
“For example, reflect on what you would do as a teaching group if a student wanted to enter school wearing a boy’s uniform (sweater and pants).) and asks to be called with a man’s name and pronouns or if, on the contrary, a child enters wearing a skirt and asks to be called with a woman’s name and pronoun,” he explains.
In addition, it suggests that they use the bulletins issued by local educational authorities or other institutions, such as the National Council to Prevent Discrimination, on the use of neutral uniforms.
It asks them to watch the video “Trans and non-binary childhoods and adolescences”, to reflect on the actions that can be developed in school to promote the inclusion of this population, and listen to the anonymous testimony Trans childhoods, which was broadcast by the program “Dialogues in Confidence”, on Canal Once. “Then, exchange opinions about the elements that influence the construction of identity and analyze the way in which social and cultural factors condition its expression, mainly in terms of sexual and gender diversity”add the document.
It proposes to “promote dialogue among the teaching community based on exploratory questions, for example, What do we understand by gender identity? What do we know about the diversity of gender expression? What sexual orientations do we know? What do we know about the difference between sex assigned at birth and gender identity?, among others.
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“Establish agreements on aspects that could be included in your analytical program or in your continuous improvement program to address sexual diversity and gender in the classroom, school and community,” the text states.
It stands out that in 2019 the National Council to Prevent Discrimination disseminated a position in which it indicated that the use of a neutral uniform in basic education schools in Mexico City “allows progress towards inclusion and eradication of discrimination based on gender stereotypes.”
An infographic in the document highlights that “when we talk about trans childhoods and adolescence we are referring to girls, boys, children and adolescents whose gender identity, that is, the internal and personal experience of being a girl, boy, woman, man or other identity, does not correspond to the sex assigned at birth. For its part, the term non-binary refers to those who do not identify completely as a man or a woman.
He highlights that “the New Mexican School places each person and their dignity at the center of the educational process. From this beginning, attention to trans and non-binary childhoods and adolescence is based on the recognition that all bodies, all expressions and all forms of feeling and desire have the right to exist and manifest themselves. Guaranteeing this right also means working as a community so that our schools are safe, inclusive spaces free of any form of violence or discrimination.”
It is recommended that the directors of each school implement protocols for the prevention and attention of bullying, complemented by restorative practices that prioritize respect and empathy; provide immediate attention to reports of school violence, including those motivated by transphobia or gender discrimination, and ensure that bathrooms and locker rooms are used in accordance with the gender identity of the student body; When possible, enable neutral options.
It specifies that teacher training and community participation allow the school to be a safe space for people of all gender identities.
But also carry out classroom, school and community projects that promote the appreciation of diversity, empathy, the culture of peace and critical thinking.
ESPECIAL / SEP
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