Abordaje de las nociones de género en la propuesta pedagógica de una institución educativa inicial de Lima Metropolitana
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2021-07-15
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Pontificia Universidad Católica del Perú
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La presente investigación cualitativa tiene como objetivo describir las nociones de
género en una institución educativa inicial de Lima Metropolitana. Este fue un estudio
realizado a través de un grupo focal a cuatro docentes de educación inicial y el análisis
documental del Proyecto Educativo Institucional del centro. Según los resultados, se
encuentra que existen nociones de género tradicionales arraigadas en el pensamiento
de las maestras, las cuales suelen ser disuadidas por la propuesta de respeto a las
individualidades de las niñas y niños que posee la institución educativa según lo
planteado en su Proyecto Educativo Institucional. Asimismo, según lo manifestado por
las docentes, las/os estudiantes también poseen nociones de género aprendidas en
sus respectivos hogares y familias, las que se manifiestan en las aulas mediante
comentarios que estas/os expresan como respuesta a los recursos, juegos y a las
actitudes de sus demás compañeras/os o de sus maestras. Por último, se encontró
una fuerte carga cultura en las nociones de lo femenino y masculino, no solo en las
maestras, sino también en los padres de familia y las/os estudiantes, lo cual plantea
tensiones que la institución por su ética de trabajo intenta manejar de la mejor manera.
The present qualitative research aims to describe the gender notions in the pedagogical proposal of a preschool institution in Lima Metropolitan. This was a study carried out through a focus group of four preschool teachers and the documentary analysis of the Institutional Educational Project of the center. According to the results, it is concluded that there are traditional gender notions rooted in the mindset of the teachers, which are usually deterred by the pedagogical proposal of respect for the individualities of the girls and boys that the educational institution possesses as stated in its Institutional Educational Project. Likewise, as stated by the teachers, the students also have gender notions learned in their own homes and families, which are manifested in the classrooms through comments that they express in response to classroom resources, games and attitudes of their other classmates or their teachers. Finally, a strong cultural load was found in the notions of the feminine and masculine, not only in the teachers, but also in the parents and students, which raises tensions the institution tries to handle in the best way because of its work ethic.
The present qualitative research aims to describe the gender notions in the pedagogical proposal of a preschool institution in Lima Metropolitan. This was a study carried out through a focus group of four preschool teachers and the documentary analysis of the Institutional Educational Project of the center. According to the results, it is concluded that there are traditional gender notions rooted in the mindset of the teachers, which are usually deterred by the pedagogical proposal of respect for the individualities of the girls and boys that the educational institution possesses as stated in its Institutional Educational Project. Likewise, as stated by the teachers, the students also have gender notions learned in their own homes and families, which are manifested in the classrooms through comments that they express in response to classroom resources, games and attitudes of their other classmates or their teachers. Finally, a strong cultural load was found in the notions of the feminine and masculine, not only in the teachers, but also in the parents and students, which raises tensions the institution tries to handle in the best way because of its work ethic.
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Personal docente--Investigaciones, Educación preescolar--Perú--Lima, Género--Perú
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