Tras los avances socio-políticos en favor de la igualdad de género, aún existen hombres y mujeres realizando roles diferentes, condicionados por valores del patriarcado en España. Tales circunstancias impregnan todos los ámbitos de la sociedad, entre los que se incluye el educativo. Este artículo muestra los resultados de una investigación sobre la evolución histórica del ejercicio del magisterio de cuatro generaciones de mujeres desde 1958 a 2018 en Extremadura. Tanto la perspectiva de género como la generacional, fueron los ejes de orientación para este análisis retrospectivo basado en las biografías de cinco mujeres maestras, a lo largo de sesenta años en la sociedad extremeña. Como estrategia espacio-temporal de investigación se realizan las entrevistas desde la concepción de la huella generacional, que profundiza en los procesos de transferencia de conocimientos, habilidades y actitudes entre las distintas generaciones de maestras en las organizaciones escolares extremeñas, materializado en la práctica docente.After the socio-political advances in favor of gender equality, there are still men and women performing different roles, conditioned by patriarchal values in Spain. Such circumstances spread all areas of society, including the educational context. This article shows the results of a research about the historical evolution of the teaching practice of four generations of women from 1958 to 2018 in Extremadura. Both gender and generational perspectives were the focal points of this retrospective analysis based on the biographies of five women teachers, throughout sixty years of changes in Extremadura society. As a space-time research strategy, it is approached from the conception of the generational trace, which deepens in the processes of knowledge, skills and attitudes transfer between the different generations of teachers in the Extremadura school organizations, materialized in teaching activity.
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