Education for diversity: reflections on school inclusion and relational development

Abstract

This article presents a qualitative research that explores the experiences of 12 individuals who identify as homosexual, with the aim of understanding how their school experiences influenced the construction of their affective relationships. Through semi-structured interviews, we investigate the challenges faced by these subjects in the school environment, including hostility and prejudice, and how these experiences impacted their ability to form and maintain relationships outside of the school context. The study revealed that family overprotection and the denial of sexuality by families contributed to the development of avoidance strategies and the postponement of the expression of sexuality. Entering relationships was perceived as a moment of affirmation of identity, but also brought additional challenges related to family and social acceptance. The article highlights the importance of inclusive and family-friendly educational environments as key elements for the well-being and healthy development of young homosexuals, pointing to the need for policies and practices that promote acceptance of and respect for sexual diversity.