Contributions of educational spaces to resilience among LGBTQ+ people
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Abstract
This research aimed to discuss the overlap between the construct of resilience and its development among LGBTQ+ people associated with the scope of educational spaces and their contributions to this relationship. We sought, then, to revisit the literature in several sources, mainly scientific articles, under the condition of a narrative-type review, so that from the theoretical support, understandings about the addressed theme are produced. It is argued that resilience has been incorporated more frequently in psychosocial studies, mainly due to studies on the interactions between person-environment. In the meantime, it is explained that educational spaces are a locus that influence the development of resilience and may contribute to LGBTQ+ people to be more resilient, as school acts as a space that faces discrimination. Therefore, it is expected to achieve the knowledge that high levels of resilience among LGBTQ+ people are associated with a good educational process.