Publication: ¿Por qué es importante el género en la Pedagogía Crítica?
Authors
Aguilar, Consol
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El artículo muestra la necesidad de incluir desde la
pedagogía crítica en el ámbito de la reforma educativa,
no tan solo en la teoría, sino también en la práctica
académica cotidiana, en la acción, el género como un
elemento de transformación de las desigualdades sociales,
mostrando algunos aspectos importantes de la relación entre
conocimiento, poder y género que pueden ayudar a lograr
esas transformaciones como, por ejemplo, el feminismo
dialógico, la aportación de los feminismos a los estudios
de las nuevas masculinidades o diversas investigaciones
ligadas al análisis del curriculum educativo considerando
la relación entre neoliberalismo, educación y género; la
exclusión social; la relación entre género e interculturalidad
y otro modelo de relación afectivo-sexual en la construcción
de las identidades unido a la coeducación y el aprendizaje
dialógico, recuperando el papel en política cultural y
educativa del profesorado desde el compromiso.
This paper argues for the need to incorporate gender as an element for the transformation of social inequalities. This is done by applying the critical pedagogy approach to the education reform context, from a theoretical point of view concerning knowledge as well as in day to-day academic practice. Some important aspects of the relationship among knowledge, power and gender that may help achieve the above-mentioned transformations are shown. They include, for example, dialogic feminism, the contribution of feminisms to the studies of new masculinities, or various research studies related to the educational curriculum by considering the relationship among neo-liberalism, education and gender; social exclusion; the relationship between gender and interculturality, and a different model of emotional sexual relationship for constructing identities linked with coeducation and dialogic learning, thus recovering the role of teachers in cultural and educational policies from a committed stance.
This paper argues for the need to incorporate gender as an element for the transformation of social inequalities. This is done by applying the critical pedagogy approach to the education reform context, from a theoretical point of view concerning knowledge as well as in day to-day academic practice. Some important aspects of the relationship among knowledge, power and gender that may help achieve the above-mentioned transformations are shown. They include, for example, dialogic feminism, the contribution of feminisms to the studies of new masculinities, or various research studies related to the educational curriculum by considering the relationship among neo-liberalism, education and gender; social exclusion; the relationship between gender and interculturality, and a different model of emotional sexual relationship for constructing identities linked with coeducation and dialogic learning, thus recovering the role of teachers in cultural and educational policies from a committed stance.
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Género , Poder , Conocimiento , Feminismo , Compromiso , Gender , Power , Knowledge , Feminism , Commitment
Citation
Revista interuniversitaria de formación del profesorado, V. 23(1), N. 64, 2009
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