Abstract

Sexual identity is a construct composed of gender identity, gender role, sexual orientation and biological sex. Its development is influenced by biological, social, psychological and personal aspects. These identification processes begin at an early age, from the morphological differences expressed by the subjects. The concept aims to understand how human beings think about themselves, between the conceptions of masculine and feminine, the differences between the two are conceived as gender gaps. From the perspectives of inclusion, how relationships of alterity and the perspective of interpellation, sexual identity is transformed into a concept of encounter between subjects and at the same time this moment becomes disruptive and transformative. For it is in the encounter with the other that subjects are built and rebuilt, it is these intentional or accidental interactions that allow the reconfiguration of identity or its reaffirmation. Currently, the entry into force of Law 21,120, which recognizes and protects the right to gender identity, it has prompted educational institutions to discuss policies and mechanisms that allow students to express their gender whether or not it is consistent with sex assigned at birth. This study explores the research that addresses sexual identity from educational conceptions, for which three guiding questions focused on the study approach: the region, the age range and the sexual identity component. In the first stage, information was searched for and selected in the following databases: Web of Science, Scopus and Scielo, and the PRISMA model of systematic literature review was followed. This process presented a total of 485 articles. After the process of eliminating duplicates, a sample of 462 was obtained, which were reduced by the opinion of three expert judges on the subject, considering the inclusion/exclusion criteria defined for the work. A second stage was carried out on a sample of 44 articles. The focus of the research, the type of informant, the country of development and the age range were analyzed, in case the participants were students. The results show that the main focus of the research is qualitative rather than quantitative and the studies focus on the gender role, rather than on the components of gender identity, sexual orientation and biological sex of the students in the age range between 15 and 18 years old. It is evident that there is a low concentration of studies that focus on early childhood. The studies are concentrated in Chile, above Brazil and Mexico; on the contrary, no investigation is registered in the countries of Ecuador, Venezuela and Bolivia. In conclusion, studies focused on adult populations would make it possible to understand how stereotypes associated with sex or gender are transmitted and how they affect the configurations of subjects at an early age, understanding that sexual identity is a dialogical process that is constantly modified by social interactions of the subjects. Since the research focuses on the gender role, it projects works from an integrating vision around sexual identity. The systematic review is limited by the identification of research carried out in three databases. It is planned to carry out reviews that consider university educational spaces, research on sexual identity from active and prescriptive discourses of academics or students, in the case of higher education.