Incidencia de la reformulación de cuentos clásicos en la formación integral sobre la equidad de género

Abstract

This work of educational innovation arises during the Preprofessional Practices carried out in several educational institutions of Cuenca and Azogues, where the existence and use of classic children's stories that show gender stereotypes was identified and that, in turn, are internalized by the readers. Under a qualitative approach through the methodology of Action Research applied in an Early Childhood Education group and another Basic General Education group in the Unidad Educativa "Zoila Aurora Palacios", this work aims to generate in student’s awareness of gender equity through sharing and reflecting on reformulated classic stories. The techniques used for the collection of information are participant observation, focus groups and documentary analysis with instruments such as the field diaries, the conversation guide and the content file. Sharing and reflection on the reformulated stories was carried out through workshops whose results indicate that, in the Early Childhood Education group, the children question the changes made in the stories and recognize that men and women can carry out any activity. In addition, changes have been made in the pedagogical practice of the teacher and in their communication with the children. In the Basic General Education group, the students recognize and highlight the changes made in the stories because they make woman visible beyond functions of service and beauty. Likewise, they build a collective discourse with respect to equal rights, duties and capacities of women and men.