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dc.contributor.editorPérez, Moira
dc.contributor.editorTrujillo Barbadillo, Gracia
dc.creatorFernández Fernández, Daniel
dc.date.accessioned2022-06-16T18:17:28Z
dc.date.available2022-06-16T18:17:28Z
dc.date.issued2020-12
dc.identifier.citationhttps://link.springer.com/chapter/10.1007/978-3-030-50305-5_11es_ES
dc.identifier.isbn978-3-030-50304-8
dc.identifier.urihttps://hdl.handle.net/10669/86756
dc.description.abstractThis paper takes the experiences and opinions of Costa Rican teachers and students about sexual diversity as a source of analysis. With the aim of decoding these discourses, queer pedagogy is understood as a theoretical reading tool that allows to display the reification of normality. More precisely, the chapter proposes a queer analytic of the limits of intelligibility of teachers’ and students’ discourse. The focus, then, will not be “what do teachers and students actually think?”, but “what enables them to think what they actually think?” At the same time, the analysis also helps to stress the contrast between the discourse of those who transgress normality and those who are placed in a position of guarantors of the status quo.es_ES
dc.language.isoenges_ES
dc.relation.ispartofseriesQueer Studies and Education;
dc.sourceQueer Epistemologies in Education. Queer Studies and Education (pp.179-201). Estados Unidos: Palgrave Macmillan, Chames_ES
dc.subjectSECONDARY SCHOOLSes_ES
dc.subjectLGBT+ studentses_ES
dc.subjectTEACHERSes_ES
dc.subjectSubjectivitieses_ES
dc.subjectDesireses_ES
dc.titleVoices, Subjectivities and Desires. Costa Rican Secondary Teachers’ and Students’ Discourses About Sexual Diversityes_ES
dc.typecapítulo de libroes_ES
dc.identifier.doi10.1007/978-3-030-50305-5_11
dc.description.procedenceUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigación en Educación (INIE)es_ES
dc.identifier.codproyecto724-B-4349


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