<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-9436</journal-id>
<journal-title><![CDATA[La ventana. Revista de estudios de género]]></journal-title>
<abbrev-journal-title><![CDATA[La ventana]]></abbrev-journal-title>
<issn>1405-9436</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro de Estudios de Género]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-94362022000200233</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La indocilidad de Santiago: la experiencia escolar de un estudiante trans* en el sistema educativo chileno]]></article-title>
<article-title xml:lang="en"><![CDATA[Santiago's indocility: the school experience of a trans* student in the Chilean education system]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yáñez-Urbina]]></surname>
<given-names><![CDATA[Cristopher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval-Lucero]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueroa-Céspedes]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales Centro de Desarrollo Cognitivo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales Centro de Desarrollo Cognitivo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Diego Portales Centro de Desarrollo Cognitivo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>56</numero>
<fpage>233</fpage>
<lpage>267</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-94362022000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-94362022000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-94362022000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la experiencia escolar de un estudiante trans* en su paso por el sistema escolar chileno. Sistema marcado por una preocupación por la gestión de la sexualidad de niños, niñas y jóvenes que deriva en la (re)producción de dinámicas sexo-genéricas heteronormativas y binarias. Se procedió con un estudio cualitativo de caso único, desde un enfoque narrativo, a la producción de un relato de Santiago, un joven trans* de 18 años, acerca de su trayectoria escolar. Los resultados develan una serie de procesos de negociación, resignificación y resistencia entre Santiago y su entorno escolar. Estos dan cuenta de diversos puntos de tensión, reconocimiento y toma de decisiones. Entre las principales conclusiones destaca que, si bien existe un conjunto de mecanismos heteronormativos en la escuela, estos no logran aplacar la agencia del estudiantado para la construcción de significados propios acerca de sí mismos ni la generación de alianzas colectivas. Dichos elementos, derivan en la necesidad de desarrollar futuras investigaciones que descentren la figura del &#8220;caso trans*&#8221; hacia la pregunta ¿cómo se configuran los entornos escolares para la inclusión de estudiantes trans*?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the school experience of a trans* student in the Chilean school system. This system is marked by a concern for the management of the sexuality of boys, girls and young people that derives in the (re)production of heteronormative and binary sex-gender dynamics. We proceeded with a qualitative single case study, from a narrative approach, to the production of a story of Santiago, an 18-year-old trans* young man, about his school career. The results show a series of processes of negotiation, resignification and resistance between Santiago and his school environment. These account for various points of tension, recognition and decision making. Among the main conclusions, it stands out that, although there is a set of heteronormative mechanisms in the school, these do not manage to placate the students' agency for the construction of their own meanings about themselves or the generation of collective alliances. These elements derive in the need to develop future research that decenters the figure of the "trans* case" towards the question of how school environments are configured for the inclusion of trans* students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[heteronormatividad]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[experiencia escolar]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[heteronormativity]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[school experience]]></kwd>
</kwd-group>
</article-meta>
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