Homophobic and transphobic violence in the school setting is a problem that affects students, their families and teachers and interferes with the development of quality education. Studies conducted worldwide show that part of the youth population is involved in this problem as aggressors, victims or witnesses of violence. Objective. To characterize the homophobic and transphobic violence experienced by activists of the Community Social Networks during their trajectory through Cuban schools. Methodology. Retrospective exploratory study, whose sample was made up of 90 activists from the different Community Social Networks of Santiago de Cuba, Villa Clara and Havana. A self-administered questionnaire was applied for the collection of information and in a second stage, three focal groups were carried out. Results. Mocking and insults prevail as forms of violence. The action of these, along with other situations, constituted a reason for dropping out of school. The research places students and teachers as the main figures who exercise violence and the moments between classes and when leaving the school, as the spaces in which violent actions occur more frequently. It also highlights how the roles of victim, aggressor and witness change according to the coping mechanisms that are assumed by individuals in violent contexts. Conclusions. Homophobic and transphobic violence in the school setting is a reflection of homophobia and social transphobia and has a negative impact on their lives. The reincorporation to studies and the recomposition of their life projects are an indicator of change for Cuban society and school.

Ref:

Suárez SDR, Rodríguez NM, del Río MM, et al. Estudio exploratorio retrospectivo sobre violencia homofóbica y transfóbica en la trayectoria escolar de activistas cubanos LGBT. RSS. 2019;25(1):72-87.

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