LGTB Readings for the Acceptance of Affectivity Diversity in Primary School

According to “queer pedagogy”, schools must show and address different forms of family relationships if they wish to reflect the society we live in and contribute to a world that is more respectful of differences. Based on the hypothesis that reading and producing texts with LGTBQ+ content from the earliest stages of education allows students to be shown and to develop awareness of the different realities of affective-sexual diversity so that they understand and respect them, a study was conducted in the sixth-grade classroom of two public schools in Spain, with 77 students, to verify the students’ acceptance of this diversity. This study followed the reading of the literature with LGTBQ+ themes throughout the school year and creative writing practices. The quasi-experimental research provides concrete data that highlight the usefulness of reading and writing these types of texts in the experimental group, confirming the hypothesis that students who have read and written texts on this topic show greater acceptance of the possibility of having a diverse identity, on the one hand, and, on the other, they also show greater acceptance of diversity in others. Students who read and write about diversity are better able to address issues of inclusion.