Publication: Trayectorias educativas según género.
Lo invisible para la política educativa chilena
Authors
Baeza Reyes, Andrea ; Lamadrid Álvarez, Silvia
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Chile se encuentra en un momento de reformas de política educativa para contrarrestar su
marcada desigualdad, pero la perspectiva de género sigue al margen de la toma de decisiones.
Más allá del acceso igualitario a las escuelas, diversos indicadores nacionales e internacionales
muestran la persistencia de brechas de aprendizaje entre hombres y mujeres y cómo éstas se
traducen en perjuicios para ellas cuando acceden al mercado laboral. En este contexto, realizamos
un estudio cualitativo en una escuela de Santiago de Chile, sobre los discursos de estudiantes
y docentes de Enseñanza Media acerca de las trayectorias educativas de hombres y mujeres.
Gran parte de estos agentes educativos se refieren de manera acrítica a la segregación en las
elecciones vocacionales de las y los jóvenes, y el desarrollo de autonomía económica para las
mujeres es puesto en duda principalmente por los varones, aun cuando declaran cambios en los roles de género movilizados precisamente por la educación. Se constata además, una escasez
de estrategias formales al interior de la escuela para abordar la temática, en contraste con el
interés del cuerpo docente por formar de manera más integral a sus estudiantes. Ello permite
debatir la eficacia de la actual política educativa en Chile y proponer acciones de mejora para
generar trayectorias en igualdad.
Chile is in a moment of educational policy reforms to counteract its strong inequality, but the gender perspective remains marginalized to the decision making. Beyond equal access to schools, many national and international indicators show the persistence of learning gaps between men and women and how these differences become detriment for women when they entry to job market. In this context, we did a qualitative study in a school of Santiago de Chile with secondary’s students and teachers on educational trajectories of men and women and their consequences on the job market. Most educational agents’ discourses refer to segregation in vocational elections of youth in an uncritical way. Besides, men are the ones that mainly criticize the economic autonomy for women even when it indicates changes in gender roles promoted by education. Also, it is confirmed a lack of formal strategies inside the school to approach this issue, which contrasts with the teachers’ interest in giving an integral training to their students. This allows for the debate about the effectiveness in the current educational policy in Chile and to propose some improvement actions to generate trajectories in equality.
Chile is in a moment of educational policy reforms to counteract its strong inequality, but the gender perspective remains marginalized to the decision making. Beyond equal access to schools, many national and international indicators show the persistence of learning gaps between men and women and how these differences become detriment for women when they entry to job market. In this context, we did a qualitative study in a school of Santiago de Chile with secondary’s students and teachers on educational trajectories of men and women and their consequences on the job market. Most educational agents’ discourses refer to segregation in vocational elections of youth in an uncritical way. Besides, men are the ones that mainly criticize the economic autonomy for women even when it indicates changes in gender roles promoted by education. Also, it is confirmed a lack of formal strategies inside the school to approach this issue, which contrasts with the teachers’ interest in giving an integral training to their students. This allows for the debate about the effectiveness in the current educational policy in Chile and to propose some improvement actions to generate trajectories in equality.
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