Diagnóstico de la presencia de relaciones de género en la labor pedagógica en dos grupos de educación inicial
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2007
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INIE
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Las investigadoras se propusieron identificar las relaciones de género que se dan entre la docente y las niñas y los niños en un aula de nivel inicial. Para esto la investigación se planteó en dos momentos metodológicos:
1 Determinación y análisis de la presencia de las relaciones de género en el nivel inicial y 2. Elaboración de
una propuesta de estrategias pedagógicas dirigidas al cuerpo docente y de material educativo que permita
desarrollar procesos educativos en el nivel inicial incluyendo la perspectiva de género.
Esta es una investigación descriptiva, se desarrolló con dos poblaciones de educación inicial, y un grupo de
personas de los grupos de familiares de las niñas y niños de una de estas poblaciones. Ambas instituciones situadas en el Cantón Central de Turrialba. Para recabar la información de este estudio se utilizaron diferentes técnicas cualitativas y cuantitativas como: Observación, Cuestionario y Materiales y/o documentos del aula.
Entre las conclusiones a que llegaron en la investigación, están las siguientes:
• En el ámbito preescolar, el abordaje de la perspectiva de género permite desarrollar prácticas educativas
inclusivas y la construcción de espacios propicios para promover y generar relaciones equitativas e
igualitarias entre niñas y niños, así como redefinir las pautas culturales que sustentan los estereotipos
de género.
• El análisis de un aspecto de la dinámica cotidiana que se desarrolla en un salón de clase, en este caso
específico sobre las relaciones de género en el nivel inicial, implica para las personas que investigan,
profundizar y reflexionar sobre la práctica educativa y los procesos de enseñanza y aprendizaje.
• Es importante que la población docente aprenda a seleccionar con criterios de equidad de género las
estrategias pedagógicas, los recursos educativos y los elementos decorativos que se utilizan en un salón
de clase, para evitar seguir reproduciendo inequidades entre hombres y mujeres.
• Las niñas y los niños participantes en el estudio, a pesar de su temprana edad, al ser consultados
sobre temáticas tales como: ejecución de tareas domésticas, desempeño en profesiones y oficios, uso
de juguetes y práctica deportiva, evidencias la presencia de estereotipos de género en sus respuestas
al hacer en la mayoría de los casos asociaciones específicas de acciones, campos laborales, usos de
objetos a hombres o a mujeres.
Presenta recomendaciones y limitaciones.
Anexos.
ABSTRACT: The researchers set out to identify gender relations between teachers and children in an early-level classroom. For this, the research was carried out in two methodological moments: 1 Identification and analysis of the presence of gender relations at the initial level and 2. Preparation of pedagogical strategies for teachers and of educational material to develop educational material at the initial level including gender perspective. This research is descriptive, which was conducted with two initial level populations and a group comprised of relatives of the children from one of these populations. Both institutions are located in the Central Canton of Turrialba. Qualitative and quantitative techniques such as observations, questionnaires and/or classroom material were used to collect information for this study. The following are the conclusions reached in the research: • At a pre-school level, addressing gender allows the development of inclusive educational practices and the creation of spaces to promote and generate equitable and egalitarian relations between girls and boys as well as redefine the cultural patterns that feed gender stereotypes. • The analysis of an aspect of the daily dynamics that take place in the classroom which in the case are specific to gender relationships at an initial level suggests that the researcher must delve and reflect on educational practices and teaching and leaning processes. • It is important for the teachers to learn how to be selective based on gender equality criteria pedagogical strategies, educational resources and classroom decorations in order to avoid spreading inequity among men and women. • When asked about themes such as execution of house chores, profession and trade roles, usage of toys and sports, the children who participated in the study, regardless of their young age show the presence of gender stereotypes in their responses by associating in the majority of cases specifically to tasks, fields of work, objects used to either men or women.
ABSTRACT: The researchers set out to identify gender relations between teachers and children in an early-level classroom. For this, the research was carried out in two methodological moments: 1 Identification and analysis of the presence of gender relations at the initial level and 2. Preparation of pedagogical strategies for teachers and of educational material to develop educational material at the initial level including gender perspective. This research is descriptive, which was conducted with two initial level populations and a group comprised of relatives of the children from one of these populations. Both institutions are located in the Central Canton of Turrialba. Qualitative and quantitative techniques such as observations, questionnaires and/or classroom material were used to collect information for this study. The following are the conclusions reached in the research: • At a pre-school level, addressing gender allows the development of inclusive educational practices and the creation of spaces to promote and generate equitable and egalitarian relations between girls and boys as well as redefine the cultural patterns that feed gender stereotypes. • The analysis of an aspect of the daily dynamics that take place in the classroom which in the case are specific to gender relationships at an initial level suggests that the researcher must delve and reflect on educational practices and teaching and leaning processes. • It is important for the teachers to learn how to be selective based on gender equality criteria pedagogical strategies, educational resources and classroom decorations in order to avoid spreading inequity among men and women. • When asked about themes such as execution of house chores, profession and trade roles, usage of toys and sports, the children who participated in the study, regardless of their young age show the presence of gender stereotypes in their responses by associating in the majority of cases specifically to tasks, fields of work, objects used to either men or women.
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RELACIONES DE GÉNERO, DIAGNÓSTICO, CIENCIAS DE LA EDUCACIÓN, EDUCACIÓN, FAMILIA, GENDER RELATIONSHIPS, DIAGNOSIS, EDUCATION SCIENCE, EDUCATION, FAMILIES