The theme of homosexuality is one of the most discussed in the field of human behavior. Such a discussion, which was little more than clandestine recently, has been made public and open over the last few years. On the other hand, it is a topic capable of raising lively concerns, both parents and boys and girls in the phase of puberty and sexual maturation.
The degree of sexual undifferentiated that characterizes the whole process of adolescence raises all kinds of doubts in boys and girls about the ultimate direction of their sexual instinct. The confusion that is created in parents and educators if at a given moment they have to face the concerns and doubts of the children, creating in this way a vicious circle of perplexities, confusion and silence.
JUSTIFICATION In addition to being a pedagogical exercise, this work was done in order to make known how high or low is the degree of tolerance and acceptance of a sexual orientation – which has been generalized as “dysfunctional” – in an environment immersed in Two streams: a cultural one that proclaims for the “pure male and nothing effeminate” and another one whose slogan is the plurality and the tolerance towards all the manifestations that the individual does (without attacking its convener) with and in his life. GENERAL OBJECTIVES To analyze the degree of homophobia that occurs in the parents of eleventh grade students of the School of Presentation.
This analysis is based on the theoretical framework, which served as a comparative structure to demonstrate the existence of a gap between the writing and the actual acceptance of this sexual behavior in a representative group of society. TARGET OBJECTIVES Locate areas where homophobia is greatest. Detect the relationship that can be established between homophobia and power, where the one and the other can not be together (according to what is commonly thought).
To demonstrate through the result obtained from the surveys how a series of contradictions with a subject that until now is moderately accepted is still presented; That is, to show that cultural taboos still remain in the collective unconscious. HISTORICAL BACKGROUND Until the twentieth century, virtually nothing was known about the worldwide history of homosexuality, since there was a taboo of religious inspiration in the old Western mentality that prevented its investigation and dissemination. However the historical investigation of homosexuality, which began in Berlin in 1899, was suppressed by the Nazis in 1933 and reborn in the United States in 1950, has managed to survive and has become an important field under study. Two conclusions stand out among those extracted from the existing information: the first is that in all human societies there seems to have been some kind of homosexuality. The second is that there are three different types of homoerotic relationships: differentiated sex, differentiated age, and mutual necrophilia. The differentiated sex type is familiar to most Southern Europeans, but is slowly losing weight in the Western world.
There is a strict division between active and passive roles. The active male (penetrating) is considered a normal or typical male, is not stigmatized, and is expected to eventually marry and have children. The passive partner is socially treated as a woman or, at least, as a non-male third sex, and continues to play the same role throughout her life. The relationship imitates heterosexual relationships. The ancient Babylonians, Assyrians Phoenicians, Canaanites and Hebrews knew this type of homosexuality, but really dominated in the eighteenth century in the United Kingdom, although since the nineteenth century has persisted as a type of homosexuality increasingly minority in Europe and the United States. Of course, in Japan it continues to persist as the most characteristic type.
In the differentiated age type, better known in ancient Greece or modern Africa and often referred to as pederasty, an adult man (“normal”) is related to a boy between 12 and 17 years old, who usually remains passive. The young man’s role ends when he reaches maturity, and far from tying himself up in a passive role for a lifetime, the relationship prepares him to become a typical active adult man. Learning that is usually accompanied by an educational and training process.