Identidades de género disidentes en la clase de inglés como lengua extranjera: de la normatividad de género a pedagogías transformadoras

Abstract

This research proposal problematizes the exclusion that gender-dissident individuals face in the educational context, particularly pre-service teachers at an Initial English Teaching Education Program (IETEP) in Bogotá. For the literature review we discuss how the educational context, particularly the English as a Foreign Language (EFL) classroom, has fixed practices that reproduce Gender Normativity. In the methodology, we propose Participatory Action Research (PAR) as an approach that allows us to collectively share educational experiences with other gender-dissident classmates. Then, we think of pedagogical orientations to transform the EFL classroom into a space that deconstructs gender binarism. For the first part, we gather educational experiences from some classmates to identify gender normative practices in the EFL context. For the second part, we converse collectively to propose pedagogical orientations that may transform Gender Normativity. As a result, we present a booklet that considers transformative possibilities in the EFL classroom to deconstruct gender binarism.