Citizenship formation with a gender perspective at the secondary school: reflections on teaching practice
The formation of citizenship in schools was constituted as a space for the construction of a single type of citizen subject, at least until the last part of the twentieth century. The formation of the future citizenship that would inhabit the state territories was carried out through homogenizing pe...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2023
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/778 |
| Aporte de: |
| Sumario: | The formation of citizenship in schools was constituted as a space for the construction of a single type of citizen subject, at least until the last part of the twentieth century. The formation of the future citizenship that would inhabit the state territories was carried out through homogenizing pedagogical practices that left out women and minorities. In the present century, the internationalization of Human Rights and feminist movements at the global level have highlighted the urgent and necessary formation of heterogeneous, critical and mobilized citizenships that are respectful of differences and human rights and with both territorial and global awareness, that is, glocal citizenships (Mesa, 2019). For this, it is essential to train from a feminist didactics and pedagogy that incorporate from schools concrete practices that contribute to a citizenship training with a focus on skills of knowing-being (Ardoino en Mastache, 2019). In this paper, a class of a specific subject of citizenship training at the secondary level of a school in Buenos Aires will be analyzed. From the qualitative method of ethnographic type used, we will reflect on the teaching practice to arrive at first conclusions about whether or not said practice incorporates a gender perspective and, if not, make proposals to incorporate it. |
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