La mediación docente en los procesos de (de)construcción del género en la escuela

Abstract

Gender studies in education (re)present alternatives around traditional education and how it has been developing in Ecuador. Teacher mediation processes (de)construct gender as a social category in girls and boys, since they are beings that assimilate, reinterpret, and (re) produce the discourse of teaching practices. The objective of this research was to analyze teacher mediation on gender (de)construction processes. In this sense, this study carried out ethnographic research at Víctor Gerardo Aguilar School, with teachers of the middle school, from which elements that derive from teacher mediation were identified, such as the approximation, and (de)construction of gender stereotypes. As a conclusion, is emphasize that teacher mediation processes can be analyzed from multiple dimensions and that their impact on children depends on how oral discourses are developed, as well as their practices within the teaching-learning process.