La (con)figuración del género en textos escolares

Abstract

Gender studies in education (re)present alternatives around how traditional education has been developing in Ecuador. The content of school textbooks figure as students could build imaginaries based on a pre-established model of power. Understanding how language works in specific social structures allows the development of actions, research and analysis around various aspects. In this Curriculum Integration Work, the (con)figuration of gender in school textbooks was the main object of analysis. The Critical Discourse Analysis of textbooks and workbooks of the Intermediate sublevel, in Language and Literature, allowed me to examine which are the elements that approximate the genre. The main findings allow me to identify a series of dimensions in school textbooks, such as stereotypes, omission/invisibility of women and/or men in certain spaces, binarism, among others. Later, to analyze its incidence, I carried out an ethnographic investigation in the Víctor Gerardo Aguilar Educational School, with teachers of the Intermediate sublevel, from which I identified elements that derive from teacher mediation, such as the type of educational material they use and how it can (con)figure gender from orality. I conclude by highlighting that the content of school textbooks has multiple dimensions in relation to gender that can be analyzed and that its impact on children depends on how the processes of teacher mediation are developed, so it is important to have educational alternatives, that go beyond using only school textbooks.