Bodies, identities, and non-heterosexual, trans, and intersex orientations have traditionally been excluded from formal education, as if life and school were two separate realities. With the arrival of affective-sexual education, an opportunity opened for these to become part of everyday school life, but the content related to risks around sexually transmitted infections and unwanted pregnancies, along with their prevention, has dominated how sexuality is addressed in our schools. These contents, besides pushing the LGTBIQ community to near erasure in this educational field, hide discriminatory messages that reproduce and legitimize the various violences suffered by people who do not conform to normative sexuality parameters (binarism, ciscentrism, heterocentrism, monosexuality, LGTBIQphobia, etc.). Thus, while non-hegemonic ways of experiencing sexuality are becoming increasingly visible among younger generations, there are many challenges in school education to address this diversity in a deep and comprehensive way. In this regard, this book explores the relationship between affective-sexual education and the LGTBIQ community—more characterized by its disagreements than its agreements—tracing a path through different dimensions of sociocultural reality, from the focus on what the author calls the normative sexuality system to the school setting and affective-sexual education. Next, the results of a study are presented, and it concludes with some proposals to guide teaching practice toward achieving diverse and equal affective-sexual education.
