Creencias docentes sobre su rol en el proceso de construcción de la identidad sexual y de género en el nivel inicial
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2021-02-01
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación tuvo como objetivo comprender las creencias docentes sobre
su rol en el proceso de construcción de la identidad sexual y de género en estudiantes de
nivel inicial. Para ello, partiendo de una metodología de investigación cualitativa y un
diseño fenomenológico, se utilizaron entrevistas semiestructuradas y una ficha
sociodemográfica. En general, se encontraron tres creencias centrales sobre la
construcción de la identidad sexual y de género, a partir de las cuales se establecieron
dos grupos: “construcción de la identidad sexual y de género libre de estereotipos” y
“construcción de la identidad sexual y de género con cierto grado de estereotipos”.
Asimismo, se identificaron creencias docentes relacionadas a la necesidad de trabajar o
profundizar en algunos temas de educación sexual en inicial, para lo cual las docentes
brindaron tres razones principalmente: por la naturaleza del trabajo en inicial, porque
ello implica hablar de homosexualidad y porque hay un abordaje tergiversado del
enfoque de género. Considerando el objetivo del estudio, se encontraron dos modelos de
rol docente: (1) apoyar y guiar a los estudiantes en su proceso de construcción de la
identidad sexual y de género a través de materiales y situaciones que inviten a la
reflexión; (2) fomentar la igualdad entre hombres y mujeres, con énfasis en la lucha
contra los obstáculos que las mujeres encuentran a lo largo de sus vidas.
The aim of this research was to understand the teaching beliefs about their role in the process of construction of sexual and gender identity in pre-school education. For that purpose, semi-structural interviews and a sociodemographic record were used considering a qualitative reasearch methodology and a phenomenological design. In general, three central beliefs about the construction of sexual and gender identity were found, from which two groups were stablished: “construction of sexual and gender identity free of stereotypes” and “construction of sexual and gender identity with a certain degree of stereotypes”. Furthemore, there were found beliefs related to the need of work or deep into some issues of early childhood sex education, for which the teachers gave three main reasons: due the nature of the pre-school work, because it implies talking about homosexuality and because there is a distorted approach to the gender approach. Considering the objective of the study, two models of teaching were found: (1) to support and guide students in their process of construction of sexual and gender identity through material and situations that incentivize reflection; (2) promote equality between men and women, with an emphasis on combating the obstacles that women find throughout their lives.
The aim of this research was to understand the teaching beliefs about their role in the process of construction of sexual and gender identity in pre-school education. For that purpose, semi-structural interviews and a sociodemographic record were used considering a qualitative reasearch methodology and a phenomenological design. In general, three central beliefs about the construction of sexual and gender identity were found, from which two groups were stablished: “construction of sexual and gender identity free of stereotypes” and “construction of sexual and gender identity with a certain degree of stereotypes”. Furthemore, there were found beliefs related to the need of work or deep into some issues of early childhood sex education, for which the teachers gave three main reasons: due the nature of the pre-school work, because it implies talking about homosexuality and because there is a distorted approach to the gender approach. Considering the objective of the study, two models of teaching were found: (1) to support and guide students in their process of construction of sexual and gender identity through material and situations that incentivize reflection; (2) promote equality between men and women, with an emphasis on combating the obstacles that women find throughout their lives.
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Educación de niños, Identidad sexual, Personal docente--Actitudes
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