From Chastity Education to the Inclusion of Sexual Minorities? Textbooks on Ethics (dôtoku) and Hygiene (hoken)  in Contemporary Japan

Ami Kobayashi; Aline Henninger

doi:10.5944/hme.18.2023.35941

Autores/as

Ami Kobayashi Heinrich Heine University Düsseldorf
Aline Henninger Orleans University

DOI:

https://doi.org/10.5944/hme.18.2023.35941

Palabras clave:

Japón, minoría sexual, escuela, libros de texto

Resumen

La UNESCO recomienda que los libros de texto se utilicen para ayudar a los alumnos a descartar los estereotipos. Al contener historias que dan protagonismo a múltiples categorías de género (hombres, mujeres, transexuales, por ejemplo) y a diversas orientaciones sexuales, como lesbiana, gay y bisexual, los libros de texto pueden mostrar el efecto perjudicial de la división de la humanidad en dos sexos y la imposición de la heterosexualidad. Sin embargo, aún hoy, los libros de texto de muchos países dedican muy poco espacio a este tema. Japón no es una excepción. Desde la aparición del sistema escolar moderno en el siglo XIX, la educación sexual, especialmente los temas relacionados con las minorías sexuales, ha estado ausente de los libros de texto. Debido al movimiento internacional y nacional por los derechos de los homosexuales y a varios cambios legales relacionados con la cirugía de reasignación de sexo, la situación empezó a cambiar a finales de la década de 1990. En este artículo hacemos un repaso de los cambios en las directrices curriculares relacionadas con las sexualidades desde 1958 hasta 2017 y analizamos críticamente los últimos libros de texto escolares (publicados después de 2017) sobre higiene (cuarto curso) y sobre ética (séptimo y octavo curso). Debatimos si la educación sexual en Japón, que se denominó "educación para la castidad" (junketsu kyōiku) hasta 1972 y que anteriormente ha estado dominada por valores heteronormativos, se ha transformado realmente en una educación “progresista” que abarca las diversidades sexuales. Haciendo referencia a documentos oficiales del Ministerio de Educación, argumentaremos que este está medicalizando la cirugía de cambio de sexo y etiquetando a los niños transexuales como “niños con necesidades especiales”, mientras sigue imponiendo las normas de género heteronormativas existentes a otros niños no pertenecientes a minorías

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