Currículos educativos nacionales y perspectiva de género. Un estudio comparado entre Perú y Chile
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Authors
Arroyo Corahua, Luz FernandaIssue Date
2021-07-08
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National educational curriculums and gender perspective. A comparative study between Peru and ChileAbstract
Este estudio buscó comparar los dos currículos educativos nacionales de Perú y de Chile desde la perspectiva de género. Para ello, se utilizó un diseño documental sistematizado y comparativo que tuvo como eje principal los documentos oficiales mencionados. Los hallazgos demostraron que, a través de la educación, ambos países convergen en tomar acción para modificar los tradicionales patrones culturales establecidos hacia mujeres y hombres. Además, proporcionan nuevos modelos pedagógicos y hacen esfuerzos por incluir el enfoque de género transversalmente mediante el currículo educativo. Sin embargo, dichos países también mostraron divergencias. Por un lado, Perú se inclinó por presentarlo explícitamente, en vista de que trató de responder a la ley de la igualdad de género. Mientras que Chile, optó por aplicarlo de forma implícita, debido a que no contaba con una normativa específica. A partir de este estudio, se sugiere seguir explorando y reflexionando en torno a cómo la perspectiva de género puede alcanzar un posicionamiento factible en el currículo educativo nacional a fin de beneficiar el desarrollo de los individuos y de las sociedades.The principal aimed of this study was to compare the two national educational curricula of Peru and Chile from the gender perspective. For this, was applied a comparative and a systematized documentary design which main thrust was the mentioned official documents. The findings proved that, through education, both countries converge on take actions to modify the established traditional cultural patterns towards women and men. In addition, they provide new pedagogical models and make efforts to include the gender perspective transversally through the educational curricula. However, these countries also showed divergences. On one side, Peru was inclined to present it explicitly, in view that it was trying to respond the law of gender equality. Meanwhile, Chile chose to apply it implicitly, because it was lack of a specific normative. From this study, it is suggested to remain exploring and reflecting around how the gender perspective can achieve a feasible position in the national educational curriculum, in order to contribute the development of individuals and societies.
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