Disforia de género en la formación del profesorado: una exploración narrativa de las identidades disidentes entre los profesores en formación

Abstract

Gender Dysphoria, a category of non-conformity to body-related characteristics experienced by gender-diverse co-existence individuals, can also be transformed into an educational analytical category used to comprehend acts of existence and coexistence enunciated from non-normative identities in an English as a foreign language teacher education program. This document highlights the work, achievements, analysis, and conclusions of a three-year research project conducted by two English foreign language preservice teachers and developed within INTERNAUTAS: CONTEXTOS Y PRÁCTICAS research group at Universidad Distrital Francisco José de Caldas. The study culminated in a research article homonymous to this paper. The experience allowed us to problematize the current conception of gender dysphoria from a medical lens, seeking an individual and social approach focusing on the construction and incarnation of identity. The methodology of this study focuses on compiling and analyzing the life experiences of two English preservice teachers at a public university in Bogotá. The results indicated that gender dysphoria acts as a bridge for the construction of identity, serving as a communicative experience with others in relationship settings. Thus, the concept of dysphoria is transformed and re-signified as a tool to build connections with other people inside and outside the classroom as students and teachers.