Bodies, identities, and non-heterosexual, trans, and intersex orientations have traditionally been kept away from the realm of 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 the treatment of sexuality 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 the normative parameters of sexuality (binary thinking, ciscentrism, heterocentrism, monosexuality, LGTBIQphobia, etc.). Thus, while non-hegemonic ways of experiencing sexuality are becoming increasingly visible among younger generations, in the school setting there are many difficulties in addressing this diversity in a deep and comprehensive way. In this regard, the present book explores this relationship between affective-sexual education and the LGTBIQ community—more marked 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 system of sexuality to the school framework and affective-sexual education. Next, the results of a study are presented, and it concludes with some proposals that guide teaching practice towards achieving diverse and equal affective-sexual education.
