Non-sexist education in social sciences. Chilean college teachers experiences
This article reflects the work carried out in 2020 in the context of undergraduate psychology thesis, research that aimed to understand Non-Sexist Education (ENS) experiences of teachers of the Faculty of Social Sciences of the University of Chile, both through analysis of their understandings of the phenomenon, as well as of the identification of strategies for its implementation. Based on an intersectional feminist position, a qualitative methodology is used to analyze the story of five teachers interviewed in the context of this investigation. In light of the feminist pedagogies postulates, with special emphasis on their approaches to difference, authority and experience, the results of the research point towards an understanding of ENS as a dialogical and horizontal pedagogy, while the practical strategies identified are observed at four levels: institutional, curricular, educational, and relational. The foregoing makes it possible to emphasize the understanding and implementation of ENS as a continuous process, as an always unfinished challenge and a horizon to point towards; hence the importance of collectivizing this process, so that dialogue facilitates overcoming obstacles and still pending challenges.
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| Format: | Digital revista |
| Language: | spa |
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Universidad de Guadalajara
2022
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| Online Access: | http://revistalaventana.cucsh.udg.mx/index.php/LV/article/view/7538 |
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