Diseño de una estrategia pedagógica dirigida a la población LGBTIQ+ en contextos educativos

Abstract

Introduction: The LGBTIQ+ community faces discrimination in different areas of life, sustained by prejudices associated with gender identity and sexual orientation. In this context, higher education emerges as a key setting to promote pedagogical strategies aimed at inclusion and the recognition of sexual diversity.

Objective: To design and validate a pedagogical strategy that fosters educational inclusion processes for the LGBTIQ+ population in higher education institutions. Methodology: A qualitative approach was adopted within an interpretive paradigm through ethnographic-documentary research. The study was developed in three phases: diagnosis of student experiences regarding sexual diversity; categorization and comparison of findings with the purposes of education in Colombia; and design of a pedagogical proposal focused on inclusion. Results: Students with diverse sexual orientations enter higher education with expectations marked by fear of rejection, stigmatization, and social judgment. Although they report positive integration experiences among peers, institutional gaps persist, especially in teacher training and in the systematic incorporation of sexual diversity into pedagogical practices. A weak articulation was also identified between institutional policies and the inclusion principles established in the Colombian educational system. The designed strategy provides concrete guidelines to strengthen inclusive classroom practices and promote more equitable educational environments. Conclusions: Effective inclusion of sexual diversity in higher education requires moving beyond isolated actions and advancing toward the consolidation of institutional policies, teacher training, and pedagogical practices consistent with principles of equity and respect. The proposed strategy constitutes a relevant contribution to building safe, inclusive, and respectful educational environments.