Educación de las niñas como praxis social en contexto
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Fecha
2021
Autores
Vargas Hernández, Diana Elizabeth
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación parte del descuido de la educación de las niñas, debido al discurso opresor fundamentando en una educación androcéntrica. Las niñas en la actualidad no cuentan con las mismas condiciones para desarrollar sus potencialidades, lo que redunda en un menor rendimiento académico y en la brecha de los sueños.
El abordaje teórico se realiza desde la Pedagogía Crítica en diálogo con la Teoría Crítica Feminista y logrando un entretejido teórico con la Teoría de Ecología Humana propuesta por Brofenbrener, para la comprensión y ampliación de la propuesta de entornos de desarrollo de las niñas con la incorporación de los sistemas de información y comunicación aportados desde la comunicología, lo que se ha denominado el Femtosistema Educomunicativo de las Niñas.
Presenta los resultados de una investigación anclada en el Paradigma Sociocrítico, con un diseño de investigación IAP y un interés emancipatorio. La IAP se desarrolló en dos ciclos. El primero presencial, centrado en la experiencia femenina de ser educada como niña en el siglo XX y XXI y un segundo ciclo virtual en el que participaron actores de todo el Femtosistema Educomunicativo de las Niñas y la realización de talleres orientados directamente a niñas entre los 8 y los 14 años. Todas las personas participantes fueron convocadas mediante autoselección a partir de la divulgación de convocatorias públicas.
Como resultado se presenta la identificación de los discursos colectivos subyacentes sobre la educación de las niñas frente a las categorías “ser niña” y “aprender a ser niña”, todavía asociados a la debilidad, silenciamiento y sometimiento de las niñas al sistema hegemónico patriarcal, hasta llegar a las dimensiones transformadoras necesarias para la educación de las niñas. Se plantea la propuesta de un proyecto educativo para las niñas, como producto del proceso de construcción colectiva derivado de la IAP, en el que se tuvo además en cuenta el aporte de la interacción comunicativa para generar circulación de discurso educativo de las niñas en los sistemas de información y los sistemas de comunicación.
The research starts from the neglect of girls' education, due to the oppressive discourse based on androcentric education. Girls today do not have the same conditions to develop their potential, which results in lower academic performance and the dream gap. The theoretical approach is carried out from Critical Pedagogy in dialogue with Feminist Critical Theory and completing a theoretical interweaving with the Theory of Human Ecology proposed by Brofenbrener, for the understanding and expansion of the proposal of development environments for girls with the incorporation of information and communication systems provided by communicology, which has been called the “Femtosystem Educomunicativo de las Niñas”. It presents the results of a research anchored in the Sociocritical Paradigm, with a Participatory Action Research (PAR) design and an emancipatory interest. The PAR was developed in two cycles. The first one was presential, focused on the female experience of being educated as a girl in the 20th and 21st century, and a second virtual cycle in which actors from the entire “Femtosistema Educomunicativo de las Niñas” participated and the realization of workshops directly oriented to girls between 8 and 14 years old. All the participants were convened through self-selection based on the dissemination of public calls. The result is the identification of the underlying collective discourses on girls' education as opposed to the categories "being a girl" and "learning to be a girl", still associated with the weakness, silencing, and submission of girls to the hegemonic patriarchal system until they reach the transformative dimensions necessary for girl´s education. The proposal of an educational project for girls was proposed as a product of the collective construction process derived from the PAR, which also considered the contribution of communicative interaction to generate the circulation of girls' educational discourse in the information and communication systems.
The research starts from the neglect of girls' education, due to the oppressive discourse based on androcentric education. Girls today do not have the same conditions to develop their potential, which results in lower academic performance and the dream gap. The theoretical approach is carried out from Critical Pedagogy in dialogue with Feminist Critical Theory and completing a theoretical interweaving with the Theory of Human Ecology proposed by Brofenbrener, for the understanding and expansion of the proposal of development environments for girls with the incorporation of information and communication systems provided by communicology, which has been called the “Femtosystem Educomunicativo de las Niñas”. It presents the results of a research anchored in the Sociocritical Paradigm, with a Participatory Action Research (PAR) design and an emancipatory interest. The PAR was developed in two cycles. The first one was presential, focused on the female experience of being educated as a girl in the 20th and 21st century, and a second virtual cycle in which actors from the entire “Femtosistema Educomunicativo de las Niñas” participated and the realization of workshops directly oriented to girls between 8 and 14 years old. All the participants were convened through self-selection based on the dissemination of public calls. The result is the identification of the underlying collective discourses on girls' education as opposed to the categories "being a girl" and "learning to be a girl", still associated with the weakness, silencing, and submission of girls to the hegemonic patriarchal system until they reach the transformative dimensions necessary for girl´s education. The proposal of an educational project for girls was proposed as a product of the collective construction process derived from the PAR, which also considered the contribution of communicative interaction to generate the circulation of girls' educational discourse in the information and communication systems.
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Palabras clave
Educación, Niñas, Niñez, Praxis, Infancia, Feminismo