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Abstract(s)
O presente estudo tem por objetivo explorar as perspetivas e ações de diferentes agentes educativos frente à advocacia pela inclusão de alunos/as LGBTQIA+ nas escolas portuguesas. A pertinência da investigação tem por base a escassez do conhecimento científico atual sobre o tema, acrescida pela indicação de investigações existentes pela falta da inclusão destes/as jovens nas escolas e suas respetivas consequências. Procurou-se perceber junto de 3 psicólogos/as escolares, 2 diretores/as e 2 psicólogas de associações da comunidade, suas respetivas perceções acerca da inclusão destes/as alunos/as, explorando as ações realizadas nesta temática, e o impacto das mesmas nos/as alunos/as e no clima escolar. A partir de metodologia de investigação qualitativa, se realizaram entrevistas aprofundadas com os/as participantes, as quais foram posteriormente transcritas para análise de conteúdo com suporte do software NVivo 14. Os principais resultados indicam pela existência de ações de inclusão para os/as alunos/as LGBTQIA+, que ocorrem formal e informalmente, e que são realizadas por docentes e não docentes, diretores/as e psicólogos/as escolares. No entanto, a valorização, operacionalização e o reconhecimento das ações não ocorre de forma suficiente ou consistente. Se indica pela necessidade da realização de sessões de formação específica na área, direcionada a todos os intervenientes da comunidade escolar.
The present study aims to explore the perspectives and actions of different educational agents, regarding the advocacy for the inclusion of LGBTQIA+ students in Portuguese schools. The relevance of the research is based on the current scarcity of scientific knowledge on the subject, added by the indication, from recent research, of the lack of inclusion of this specific population, which leads to negative consequences for the students. The study seeked to capture the perceptions of 3 school psychologists, 2 school directors, and 2 psychologists that work in community associations, regarding the inclusion of these students, exploring the actions taken and their impact on students and the school climate. A qualitative methodology was used, with in-depth interviews, that were later transcribed for content analysis using NVivo 14 software. The main results indicate the existence of inclusion actions for LGBTQIA+ students that occur both formally and informally in the school context and are carried out by teachers, non-teaching staff, directors, and school psychologists. However, the appreciation, operationalization, and recognition of these actions do not occur sufficiently or consistently. There is a necessity for specific training in this area, directed at all individuals included in the school community.
The present study aims to explore the perspectives and actions of different educational agents, regarding the advocacy for the inclusion of LGBTQIA+ students in Portuguese schools. The relevance of the research is based on the current scarcity of scientific knowledge on the subject, added by the indication, from recent research, of the lack of inclusion of this specific population, which leads to negative consequences for the students. The study seeked to capture the perceptions of 3 school psychologists, 2 school directors, and 2 psychologists that work in community associations, regarding the inclusion of these students, exploring the actions taken and their impact on students and the school climate. A qualitative methodology was used, with in-depth interviews, that were later transcribed for content analysis using NVivo 14 software. The main results indicate the existence of inclusion actions for LGBTQIA+ students that occur both formally and informally in the school context and are carried out by teachers, non-teaching staff, directors, and school psychologists. However, the appreciation, operationalization, and recognition of these actions do not occur sufficiently or consistently. There is a necessity for specific training in this area, directed at all individuals included in the school community.
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Keywords
Jovens LGBTQIA+ Psicologia escolar Inclusão Ativismo profissional Advocacia LGBTQIA+ youth School psychology Inclusion Professional activism Advocacy