{"id":379,"date":"2018-03-09T12:00:19","date_gmt":"2018-03-09T12:00:19","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=379"},"modified":"2018-03-07T20:15:31","modified_gmt":"2018-03-07T20:15:31","slug":"comment-by-maria-esther-tellez-acosta","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=379","title":{"rendered":"Comment by Mari\u00e1 Esther Tellez Acosta"},"content":{"rendered":"

Mari\u00e1 Esther Tellez Acosta comments on the article “Inclusion, diversity and exclusion: Thoughts from within Aswat \u2013 Palestinian Gay Women”<\/strong><\/span><\/h2>\n

Para el texto en castellano apriete aqu\u00ed<\/a><\/em><\/p>\n

PhD Student at Martin-Luther-Universit\u00e4t Halle-Wittenberg\/Germany and School of Education at Penn State University\/USA, chemistry teacher, main area of research is Science Teachers\u2019 Training at pre-service and in-service levels, with an emphasis on bringing practice-based Frameworks to authentic teaching-learning contexts.<\/strong><\/p>\n

The shared experience, in addition to being an example of the struggle for oppressed identities, is a reference and starting point to continue in the search for spaces that contribute to recognize diversity, through the implementation of strategies that enable to mitigate the problems of communities, in this specific case LGTBQI +. Although the experience is developed in a context that differs culturally from the Latin American one, from a very particular position, I consider that in most cases the problems are the same, therefore, the strategies are transferable, consequently the wealth that I find in the reflections from inside “Aswat, Palestinian lesbians”.<\/p>\n

In this regard, in the case of Colombia, groups, institutions and recently norms (laws) have been promoted that consider equal rights for same-sex couples, which constitutes progress in the recognition of equal rights and conditions for the whole society. The base point is Article 43 of the Political Constitution of Colombia[1]<\/a>: “Women and Men have equal rights and opportunities…”. Organizations such as Colombia Diversa[2]<\/a> work in the defense of the human rights of LGBT people and standards such as Sentence C-075\/07[3]<\/a> promote the path towards equality for same-sex couples.<\/p>\n

So, what we are facing today is a change of paradigm in which from both moral and ethical values differences are recognized, new ways of understanding and address them are promoted, with more favorable attitudes that allow us to be more open and willing to see in the other the same possibilities that we have for us. In this sense, the question is no longer: To be or not to be?, on the contrary, how do we assume what we are -our identity-? What we are is not defined by pre-established standards or norms, we define our own identity throughout our personal experience, our way of seeing the world and our relationships with others, so what is necessary are spaces of dialogical encounter that allow us to face what we are and, as in the case of the “Aswat” experience, to find initiatives of information, communication, participation to define and guide the way in which we face our own reality.<\/p>\n

With the above, the important task faced by the school (and in general all educational spaces), given its contribution to training not only in specific aspects of the disciplines but of citizens for society, is to generate and promote strategies for training in values that, articulated to knowledge and skills, allow reflection and practices related to actions for a better personal and collective life (T\u00e9llez Acosta, Tovar-G\u00e1lvez, Mart\u00ednez). Hence, addressing diversity and inclusion is a fundamental part of education and from a particular approach must be made from the classrooms as spaces for transformation; also as a bet to overcome stereotypes, to promote changes, to face common problems, with the values of justice and freedom (among others) as guiding criteria, as it has been promoted by the experience of “Aswat” in non-formal spaces.<\/p>\n

References<\/strong><\/p>\n

T\u00e9llez Acosta, M., & Tovar-G\u00e1lvez, J. C, Mart\u00ednez, D). Training in values from science education. Saarbr\u00fccken: Spanish Academic Publishing House (Omniscriptum Publishing Group) [In print].<\/p>\n

_________________________________________________________________________________<\/p>\n

<\/a><\/p>\n

Comentario de Mari\u00e1 Esther Tellez Acosta<\/strong><\/span><\/h2>\n

Estudiante de doctorado en la Martin-Luther-Universit\u00e4t Halle-Wittenberg \/ Alemania y Facultad de Educaci\u00f3n en la Penn State University\/EUA., Profesora de qu\u00edmica, su principal \u00e1rea de investigaci\u00f3n es la formaci\u00f3n de docentes de ciencia en niveles previos al servicio y en servicio, con \u00e9nfasis en llevar Marcos basados en la pr\u00e1ctica a contextos de ense\u00f1anza-aprendizaje aut\u00e9nticos.<\/strong><\/p>\n

La experiencia compartida, adem\u00e1s de ser un ejemplo de la lucha por las identidades oprimidas, es un referente y punto de partida para continuar en la b\u00fasqueda de espacios que contribuyan a reconocer la diversidad, mediante la implementaci\u00f3n de estrategias que permitan mitigar las problem\u00e1ticas de las comunidades, en este caso espec\u00edfico LGTBQI+. Pese a que la experiencia se desarrolla en un contexto que difiere culturalmente al latinoamericano, desde una posici\u00f3n muy particular, considero que las problem\u00e1ticas en la mayor\u00eda de los casos son las mismas, por ende, las estrategias son transferibles, en consecuencia la riqueza que encuentro en las reflexiones desde el interior de \u201cAswat, lesbianas palestinas\u201d.<\/p>\n

Al respecto, en el caso de Colombia, se han promovido grupos, instituciones y recientemente en normas (leyes) que consideran la igualdad de derechos para parejas del mismo sexo, lo que constituye avances en el reconocimiento de la igualdad de derechos y condiciones para toda la sociedad. El punto base es el art\u00edculo 43 de la Constituci\u00f3n Pol\u00edtica de Colombia[4]<\/a>: \u201cLa Mujer y el Hombre tienen iguales derechos y oportunidades…\u201d. Organizaciones como Colombia Diversa[5]<\/a> trabajan en la defensa de derechos humanos de las personas LGBT y normas como la Sentencia C-075\/07[6]<\/a> promueven el camino hacia la igualdad de las parejas del mismo sexo.<\/p>\n

As\u00ed pues, lo que estamos afrontando hoy es un cambio de paradigma en el que tanto desde los valores morales y \u00e9ticos se reconozcan las diferencias, se promuevan nuevas formas de entender y atender a estas, con actitudes m\u00e1s favorables que nos permitan estar m\u00e1s abiertos y dispuestos a ver en el otro las mismas posibilidades que tenemos para nosotros. En este sentido, la pregunta ya no es: \u00bfser o no ser?, por el contrario \u00bfc\u00f3mo asumimos lo que somos -nuestra identidad-?. Lo que somos no esta definido por est\u00e1ndares o normas pre-establecidas, vamos definiendo nuestra propia identidad a lo largo de nuestra experiencia personal, nuestra forma de ver el mundo y las relaciones con los dem\u00e1s, as\u00ed pues, lo que se hace necesario son espacios de encuentro dial\u00f3gico que nos permitan afrontar lo que somos y como en el caso de la experiencia de \u201cAswat\u201d, encontrar iniciativas de informaci\u00f3n, comunicaci\u00f3n, participaci\u00f3n para definir y orientar la manera en la que enfrentamos nuestra propia realidad.<\/p>\n

Con lo anterior, la importante labor que afronta la escuela (y en general todos los espacios educativos), dada su contribuci\u00f3n a la formaci\u00f3n no solo en aspectos espec\u00edficos de las disciplinas sino de cuidadanos para la sociedad; es generar y promover estrategias para la formaci\u00f3n en valores que articulada a los conocimientos y habilidades permitan una reflexi\u00f3n y pr\u00e1cticas relacionadas con las acciones para una mejor vida personal y colectiva (T\u00e9llez Acosta, Tovar-G\u00e1lvez, Mart\u00ednez). De all\u00ed que atender a la diversidad y a la inclusi\u00f3n es parte fundamental de la educaci\u00f3n y desde un planteamiento particular ha de hacerse a partir de las aulas como espacios de transformaci\u00f3n; tambi\u00e9n como una apuesta para vencer estereotipos, para impulsar cambios, enfrentar problemas comunes, con los valores de justicia y libertad (entre otros) como criterios orientadores, tal como ha sido promovido por la experiencia de \u201cAswat\u201d en espacios no formales.<\/p>\n

Referencias<\/strong><\/p>\n

T\u00e9llez Acosta, M., & Tovar-G\u00e1lvez, J. C, Mart\u00ednez, D). Formaci\u00f3n en valores desde la educaci\u00f3n\u00a0 en ciencias. Saarbr\u00fccken: Editorial Acad\u00e9mica Espa\u00f1ola (Omniscriptum Publishing Group) [In print].<\/p>\n

[1]<\/a> http:\/\/www.constitucioncolombia.com<\/p>\n

[2]<\/a> http:\/\/colombiadiversa.org\/<\/p>\n

[3]<\/a> http:\/\/colombiadiversa.org\/colombiadiversa\/documentos\/asuntos-legales\/parejas-del-mismo-sexo.pdf<\/p>\n

<\/p>\n

<\/a><\/p>\n

_________________________________________________________________________________<\/p>\n

These are the links to the AED 84\/2017 publication in three languages:
\nEnglish<\/a>
\nFran\u00e7ais<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Estos son los links para acceder a la publicaci\u00f3n en tres idiomas:
\nIngl\u00e9s<\/a>
\nFranc\u00e9s<\/a>
\nEspa\u00f1ol<\/a><\/p>\n

Voici les liens vers la publication en trois langues:
\nAnglais\u00a0<\/a>
\nFran\u00e7ais<\/a>
\nEspagnol<\/a><\/p>\n

Follow the ICAE Virtual Seminar also\u00a0here<\/a>.<\/p>\n

Veuillez utiliser\u00a0<\/em><\/strong>google translator<\/em><\/strong><\/a>\u00a0pour traduire les articles qui ne sont pas en fran\u00e7ais<\/em><\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Mari\u00e1 Esther Tellez Acosta comments on the article “Inclusion, diversity and exclusion: Thoughts from within Aswat \u2013 Palestinian Gay Women” Para el texto en castellano apriete aqu\u00ed PhD Student at Martin-Luther-Universit\u00e4t Halle-Wittenberg\/Germany and School of Education at Penn State University\/USA,<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[6],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/379"}],"collection":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=379"}],"version-history":[{"count":4,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/379\/revisions"}],"predecessor-version":[{"id":396,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/379\/revisions\/396"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=379"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=379"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=379"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}