Abstract

GIRALDO-GIL, Elida. Revising Educational Practices: a post-modern glance at the gender-curriculum relation. Rev.latinoam.cienc.soc.niñez juv [online]. 2014, vol.12, n.1, pp.211-223. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.12112071713.

In this article, the author presents a critical analysis of the gendercurriculum relation and its implications on educational practices and discourses. She aims at looking at the different feminisms and the ways they conceive of and deal with gender issues at school. The author resorts to postmodern feminism as the methodological tool to question and (re)signify the way in which teachers and scholars approach the gender discourses and she presents data on observations made in a broader study, comparing them with theoretical referents. Among the conclusions, she points out that it is necessary to unveil the meaning of gender and curriculum naturalized in the school, to question the disembodied glance of gender in education and the passive role the students are assigned when it comes to building their identities.

Keywords : Gender; curriculum; feminism; educational practices; post-modernism; education.

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