Teaching paradigm for inclusive education addressing sexual diversity in public schools in the city of Montería, Colombia

Abstract

The objective of this study is to understand the teaching paradigm regarding inclusive education practices that address sexual diversity in educational institutions. It is conducted within the methodological framework of grounded theory, based on substantive theory; the findings result from the analysis of emerging categories using the method of constant comparison. The sample is a non-probabilistic, purposive sample, comprising thirty (30) classroom teachers who interact directly with sexually diverse students; given the sensitive nature of the phenomenon under study, these participants were provided with guarantees of confidentiality. As a result, inductive theory indicates that the inclusive teaching paradigm is negotiated, conditioned, contingent, and ambivalent; it recognizes

from a normative obligation but is managed through a hidden curriculum of heteronormative regulation, with “the breakdown of the inclusive approach in the face of the transgression of binary norms” as its core or central category, which operates as a breaking point in the paradigm by articulating structure, process, and consequences. This means that sexual diversity is accepted in Montería’s public educational institutions as long as the binary norms that organize everyday school life are not explicitly questioned, indicating that the paradigm does not operate as a coherent system of inclusion, but rather as a network of situated actions that structurally reproduce heteronormativity as or.