En este texto reflexionamos sobre los sesgos de género en la terapia familiar, así como las implicaciones que tienen en el proceso de salud-enfermedad, diagnóstico y tratamiento de hombres y mujeres, y evidenciamos la doble ceguera respecto al género imperante en la disciplina: no sólo no sabemos sino que no sabemos que no sabemos. A continuación exponemos argumentos que abogan por el desarrollo de una terapia familiar crítica sensible al género desde la formación de las y los psicoterapeutas, lo cual supone la revisión y actualización de nuestras teorías y prácticas a la luz de la perspectiva de género, para facilitar una atención más respetuosa, equitativa, incluyente y eficaz.

The pandemic caused by the virus responsible for COVID-19 revealed the different factors of exclusion experienced by some students. Entering higher education brings with it the difficulty for students to adapt to a model of schooling. Added to this are the changes related to the pandemic, among which is the abrupt adaptation to remote attendance. All this poses risks of exclusion for some university students. The general objective of this study was to describe the factors of exclusion experienced by students as a result of the remote presence caused by the pandemic of the virus responsible for COVID-19 and its relationship with the normative crisis, that is, with the crisis experienced by students when studying a university degree. From there, some challenges faced by the university to achieve inclusive education are enunciated. This research is exploratory-descriptive in scope. A mixed methodology was used to recover the voice of the students of the University Center of the Cienega of the University of Guadalajara, Mexico. Among the factors of exclusion, various inequalities and gaps of a digital, economic, social and educational nature stand out, as well as access to physical and mental health; while the challenges for inclusive education include the need to create multidisciplinary and interinstitutional inclusive nodes that contribute to strengthening socialization, physical and emotional self-care of students.

Este es un artículo Open Access bajo la licencia CC BY-NC-ND.

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