Homosexuality and History Teaching
Reflections and notes on praxis
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Issues of sexual orientation diversity are among the main political agendas for education in the 21st century. Partly motivated by the emergence of the issue of human rights, which in turn is related to its recurrent violation. We can therefore create historical knowledge that shows what has been done in the past, what can be done in the present and what the future might look like, enabling each subject to develop mechanisms of agency over their lives, always in proximity to the lives of other people. History teaching thus becomes a didactic of alterity and plurality, in which all possible exp...
Issues of sexual orientation diversity are among the main political agendas for education in the 21st century. Partly motivated by the emergence of the issue of human rights, which in turn is related to its recurrent violation. We can therefore create historical knowledge that shows what has been done in the past, what can be done in the present and what the future might look like, enabling each subject to develop mechanisms of agency over their lives, always in proximity to the lives of other people. History teaching thus becomes a didactic of alterity and plurality, in which all possible experiences can be known in order to perceive their potential for humanizing our present relationships. In this way, we can problematize the social constructions of structural inequalities. This commitment cannot be disconnected from a utopia of otherness and from a practice that is involved with the reality in which it takes place. The teaching of history is a kind of knowledge that, as Marc Bloch defined, is produced from the problems of the time in which it finds itself.
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