Sexual Dissidence in historical and civic education. Curricular approaches and perspectives of three social science teachers in Chile

This research analyzes the possibilities of including Sexual Dissidence in historical and civic education. It is interesting to avoid perpetuating a patriarchal and cis-heteronormated discourse, because it has a negative impact on students' recognition of the existing variety of sociohistorical protagonists. To do this, curricular documents, and interviews with three history and social sciences teachers in Chile are analyzed. On the one hand, there is a scarce presence of Sexual Dissidence in official documents, since it is implicitly considered as part of the notion of sexual diversity, without giving it greater relevance. On the other hand, three profiles are defined according to the perspectives of the teaching staff: Moderate-heteronormative, Allied-moderate and Transgressive-inclusive. Different possibilities of inclusion of Sexual Dissidence are mentioned: its consideration as an anecdotal contribution for citizen education; the need to link it to all historical content; and its valuation as an essential concept to work on social justice.