Abstract

This work reflects on the possibilities and limitations that we have as communities and educational agents in Chile to face the ethical and political challenge of including transgender boys and girls in an “inclusive” school space. The focus of analysis is placed on the educational community, on its actors and institutional actions, understanding that a gender transition process brings with it an opportunity for change and learning for families and groups involved, in their daily lives. From a literature review, Chilean educational context in which trans children face physical, psychological and symbolic violence that violates their rights and dignity is described. We review educational inclusion strategies, some close to assimilation, others more oriented towards integration, while others gradually manage to install inclusive processes that question the hetero-normality as a political device of sexual/gender oppression. Pedagogical and institutional recommendations are proposed to prevent transgender children from being subject to inclusion strategies planned and designed from q heterosexual logic that subalternate them. © (2023), (Universidad de Concepcion). All rights reserved.