Democratizando el conocimiento: hacia la transversalización de la perspectiva de género en la enseñanza universitaria
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Date
2010
Authors
Vilamajó, Alicia
Morandi, Mariela
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Trabajo Social. Facultad de Ciencia Política y Relaciones Internacionales. Universidad Nacional de Rosario
Abstract
Description
Complejizar el análisis y la problematización
de la realidad y las relaciones sociales
considerando los aportes de la perspectiva de
género, es un desafío aún en proceso. Desafío
que tiene en el horizonte la construcción de
relaciones democráticas entre mujeres y varones
al interior de distintos ámbitos, entre ellos, el de
la educación superior. Desde mediados de los
‘80, los estudios de género han comenzado a
cobrar importancia en los espacios académicos,
incorporándose a las currículas como materias
o cursos específicos que buscaban profundizar
desde una mirada histórica en el devenir de
la misma. Si bien desde entonces, existe un
creciente número de investigaciones que
abordan la temática en forma particular, en
su mayoría tesis de grado y postgrado, aún
persiste la necesidad de instalar la perspectiva
de género de modo transversal en la totalidad
de asignaturas curriculares, considerándola
como matriz de pensamiento que habilita
una mirada más integradora de la realidad.
Desde este punto de vista, consideramos que
deconstruir el androcentrismo en la producción
del conocimiento, se torna una tarea urgente:
la urgencia de integrar distintas voces y
perspectivas, de horizontalizar relaciones y
concepciones asimétricas, de visibilizar los
sesgos sexistas que atraviesan los contenidos
de las currículas, las trayectorias estudiantiles,
las carreras docentes y las intervenciones
profesionales, la urgencia de articular saberes,
esfuerzos, interrogantes, recorridos, certezas e
incertidumbres.
Complexify the analysis and the problematic of reality and social relations by considering the contributions of the gender perspective is a challenge still in process. Challenge on the horizon is the construction of democratic relations between men and women within various fields, including higher education. From the mid-80s, gender studies have begun to gain importance in academic spaces, joining the curricula as specific subjects or courses seeking further from a historical perspective on the evolution of it. Although since then, a growing number of investigations that address the issue on an individual basis, most undergraduate and graduate thesis, there remain the need to install the gender perspective across the board in all curricular subjects, considering it matrix of thought that enables a more inclusive view of reality. From this point of view, we believe that deconstructed androcentric in the production of knowledge, becomes an urgent task: the urgent need to integrate different voices and perspectives, horizontalize asymmetrical relations and conception, to make visible the gender biases that cross the contents of the curriculas, student careers, teachers careers and professional interventions, the urgency for knowledge, effort, questions, travels, certainties and uncertainties.
Complexify the analysis and the problematic of reality and social relations by considering the contributions of the gender perspective is a challenge still in process. Challenge on the horizon is the construction of democratic relations between men and women within various fields, including higher education. From the mid-80s, gender studies have begun to gain importance in academic spaces, joining the curricula as specific subjects or courses seeking further from a historical perspective on the evolution of it. Although since then, a growing number of investigations that address the issue on an individual basis, most undergraduate and graduate thesis, there remain the need to install the gender perspective across the board in all curricular subjects, considering it matrix of thought that enables a more inclusive view of reality. From this point of view, we believe that deconstructed androcentric in the production of knowledge, becomes an urgent task: the urgent need to integrate different voices and perspectives, horizontalize asymmetrical relations and conception, to make visible the gender biases that cross the contents of the curriculas, student careers, teachers careers and professional interventions, the urgency for knowledge, effort, questions, travels, certainties and uncertainties.
Keywords
Género, Educación superior, Democracia, Gender, Higher education, Democracy