The problem of violence and discrimination based on gender is an aspect we must take in charge as a society. In this line, the objectives of this research have been framed in the reflection on problems and obstacles that arise in teacher training, as well as on possibilities and advantages of including and working with women and their history. The research is a case study that had five participants. The participants were teachers of social science teaching who work in different establishments in Santiago, Chile. The instruments to collect information consisted of semi structured interviews, and the techniques to analyze it took into account the critical theory, poststructuralism, gender theories, and queer theory. Regarding the main findings, it is possible to point out that, for the teaching staff of didactics, there are multiple possibilities to include women and their history in teacher training, as well as in teaching practices. However, for this, spaces that favor the inclusion of women’s problems should be promoted. The participating teachers recommended, as conclusions, that women and other groups that have been invisibilized, marginalized, and have suffered violence in different contexts should reflect on their own pedagogical practices to generate spaces and transformations in face of inequalities, prejudices, stereotypes, and the oppressive roles that women have been given for reasons of gender.
Schools must assume a clear position that considers gender perspectives and studies in their programmes’ construction as well as in discourses and practices produced and reproduced in the school context. Social sciences education is a key area that enables the creation of tools to reflect and foster social justice practices in face of violence against women. In this article, we focus on some reflections of social sciences education professors in Chile. Specifically, we discuss the limitations they face to include women and women issues in their classes. The methodology utilised is Collective Case Studies. The methodology used has a socio-constructivist approach and critical theory perspective, seeking to understand the structures of meaning around the invisibility of women and their history. Among the results, the willingness of professors to include and transform their practices towards perspectives that promote inclusion and social justice stands out. However, they have different limitations, such as excessive workload, the tradition already present in teacher education programmes, and the rigidity of the hegemonic and patriarchal structures.
El presente artículo trata sobre un estudio comparado de los currículos de Chile, Argentina y Colombia en torno al tratamiento que se les da a la memoria histórica. La metodología utilizada es de tipo cualitativa. El uso de herramientas analíticas ha permitido codiicar el contenido, las omisiones así como las inalidades planteadas en los currículos en torno a la historia reciente. Entre los principales resultados, podemos destacar que los programas de los tres países coinciden en incluir el pasado cercano, así como temas relacionados con los Derechos Humanos, las dictaduras y la violencia política. No obstante, la inclusión es realizada desde la perspectiva oicial del gobierno, sin problematizar los procesos y promoviendo aspectos relacionados con la «reconciliación nacional». Esta circunstancia impide generar los espacios de crítica y de relexión en torno a los hechos acontecidos, así como en las posibilidades desde la ciudadanía para participar en la protección de los Derechos Humanos.
The following article is about the conceptions that different novel teachers of history and social sciences have concerning the inclusion of women and their history during their teaching practices. The objectives followed were to interpret and understand the content of the discourse of the interviewees, in order to analyse the advantages and limitations that the participants recount about their initial teaching practices. The methodology used is qualitative, forming a focus group and interviewing the teachers. Amongst the main results, it stands out that the formation given has not included women and their history, confined in traditional perspectives with predominance of powerful men. The interviewees add that in their teaching practice they have not worked with women's narrative, however; they recognize how relevant it is to include and transform teaching practices based on the recognition of gender issues in today's world. From a history and social sciences teaching point of view, learning, and working with the relevance of actions and narratives of women would generate agency. Thus, students could feel empower themselves by identifying themselves with these new models; this with the objective of generating social change concerning gender equality.
<p style="text-align: justify;">This study explores a socially relevant problem related to teachers' conceptions of hate speech from a gender perspective present in the discourse of teaching history and social science educational practices. The methodology was used within the paradigm with a case study design, as a generalization was not intended. The sample consisted of 80 professors of history and social sciences. A quantitative questionnaire was used to determine the conceptions of the participants. The main findings include the constraints placed by programs and curricula on the presence of hate speech, student interventions in classes, and strategies implemented by participating teachers to position counter-narratives to hate in their practice. The conclusions include the importance teachers place on analyzing the prevalence of hate speech in their practice, both by students and the media, and its impact on teaching. In addition, the results offer some educational insights and perspectives for positioning hate speech as a transformative social justice perspective.</p>
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