Resumen: Ante la normalización y socialización de la cultura patriarcal dominante, caracterizada por ser transmisora de desigualdades de género, este artículo contribuye a la construcción de una pedagogía feminista crítica y postcolonial para la transformación de la ciudadanía en clave de igualdad, equidad y justicia social. En consonancia con este objetivo, el artículo parte de un método de investigación cualitativo y de discusión documental cuyo fin es la definición de una perspectiva de género desde las aportaciones del feminismo postcolonial, y la inclusión de dicha perspectiva en las acciones de educación para la ciudadanía. Entre las principales fuentes de información se tienen en cuenta las luchas feministas de las últimas décadas, en las cuales está tomando un protagonismo cada vez mayor la presencia de voces desde las fronteras. Se suman diversas investigaciones, en el marco de proyectos de cooperación y una Tesis Doctoral, que sirven como referentes en el acceso a fuentes documentales y posicionamientos epistemológicos. Como aporte el artículo busca sistematizar y generar conocimiento teórico-práctico para fundamentar prácticas educativas feministas, críticas y postcoloniales, rompiendo fronteras e imaginarios hegemónicos. Entre las principales contribuciones se presenta la pedagogía feminista como alternativa para frenar la reproducción de desigualdades y construir ciudadanías en equidad. En este sentido, se considera la formación del profesorado con enfoque de género una herramienta esencial de esta pedagogía.Palabras clave: feminismo; género; pedagogía; profesorado; ciudadanía. Abstract: The gender inequalities are normalized and are standardized in the patriarchal culture; this paper contributes to making a critical and postcolonial feminist pedagogy that gets the transformation of these inequalities through of the education for a citizenship in key of equality, equity and social justice. In line with this topic, the paper can be including in a qualitative research method, with an important documentary discussion, whose target is the definition of a gender approach. To make this approach, the paper includes the contributions of postcolonial feminism and the point of view on citizenship education. The main sources of information are the feminist thinkers and their recent struggles, which are increasing the presence of the borders voices. Another source of information is the main result of a research cooperation project and the PHD research. As the main contribution, the paper collected the keys to making a feminist and transformative pedagogy for empowerment the citizens with equity. This paper systematizes and generates theoretical and practical knowledge to support the feminist pedagogy, which break boundaries and dominant imaginaries. According with this point of view, the teacher training with a gender approach is an essential tool to making this pedagogy.
The 2011 general election in Spain had unprecedented results. The Spanish Socialist Workers' Party (PSOE) got its worst electoral results ever in general elections and the Popular Party (PP) won and obtained its second absolute majority since the establishment of democracy. We sustain that the defeat of PSOE can be considered a more defining feature of the elections than the victory of PP. Minority parties increased their electoral support and three new parties entered Congress. This article analyses the political and economic context that led to these changes with respect to the previous elections of 2008
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