Middle-school and high-school life for LGBT+ students: An including and excluding scenario in Uruguay

Abstract

This theoretical article aims to make visible the including and excluding processes that self-identified or perceived LGBT+ students experience in secondary education in Uruguay. Middle school and high school is a context where evidence remains of a tension between legal frameworks and educational discourses and practices that sometimes compromises the right to education. For this study, recent research history on gender-sexual diversity in the educational field at the national level was considered. The analyses are supported by current statistical data and the theoretical articulation is predominantly centered on contributions from Ibero-American authors in the fields of education, gender studies, lesbian-gay studies and trans studies. In conclusion, specific peer tutoring concept is proposed, with the goal to improve the educational experience of this group of students, and thereby promote educational continuity.