¡Siéntate como señorita! Estereotipos de género reproducidos en la escuela. Apuesta por una educación equitativa
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Fecha
2025
Autores
Rubiano Barriga, Caren Viviana
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La frase “siéntate como señorita” se encuentra cargada de códigos simbólicos, los
cuales dictaminan formas de ser, pensar, sentir, actuar y relacionarse consigo
misma, con las otras personas y con el entorno. Este es el punto de partida de una
problemática basada en los estereotipos de género reproducidos en la escuela, los
cuales son perjudiciales y limitantes, ya que se sustentan en generalidades, dejando
de lado la complejidad de los individuos.
Para esta investigación los estereotipos de género son aquellas construcciones
culturales que determinan la forma en que se deben comportar mujeres y hombres
en la sociedad. Principalmente las mujeres han sido afectadas en la consecución
de la emancipación a causa de los estereotipos, los cuales a menudo refuerzan la
subordinación femenina, de acuerdo con las concepciones que cada cultura tiene
sobre ellos. Confabulándose con las instituciones que a su vez establecen normas
que se presentan como invariables y son naturalizadas sin la exposición a la crítica.
Dando como resultado la perpetuación de la subyugación de la mujer en el mundo
y en el caso particular de la investigación, en la escuela.
Esta investigación se guía por el enfoque socio crítico a través de la investigación
acción educativa, la cual permite hacer una reflexión acerca de las consecuencias
que han desencadenado los estereotipos de género en la escuela, en la sociedad
androcéntrica y patriarcal. También abre la posibilidad a un diálogo que analiza los
factores influyentes en la transmisión de costumbres y apropiación de roles y como
ellos se transforman a través de una propuesta colectiva, incidiendo en la
adquisición de una educación equitativa.
De acuerdo con las consideraciones expuestas, el objetivo trazado para esta
investigación fue diseñar una propuesta didáctica orientada a transformar la forma
en que la escuela reproduce los estereotipos de género, con el propósito de
contribuir a una educación más equitativa; para ello se desarrollaron tres ciclos los
cuales cumplieron rigurosamente la metodología establecida. Los datos fueron
analizados a través del software Atlas ti 2024, y el proceso de legitimación se realizó
en conjunto con las y los participantes, garantizando así la validez y confiabilidad de
los resultados.
Como resultado se obtuvo la propuesta ¡Siéntate como gustes!, guiada
epistemológicamente desde el paradigma sociocrítico; desde la fundamentación
teórica, sus constructos se orientaron en cinco líneas: aprender y desaprender;
fortaleza del diálogo; disfrute de la niñez; tejer historia; conciencia y renovación. Se
construyó una metodología sentipensimovilizadora a partir de tres ejes que se
constituyeron en su columna vertebral: movimiento para todos los cuerpos,
pensamiento abierto y potente, y expresión de los sentimientos basados en la
empatía y respeto. Allí el trabajo colectivo fue pieza crucial articulando todas las
fases investigativas, pensadas por la comunidad y para sí misma, en un trabajo
mancomunado generando mayor riqueza y profundidad a la investigación, con ello
la perdurabilidad y apropiación de la propuesta se potencio con la sinergia del
trabajo en equipo. Finalmente, la propuesta se teje en la transformación de la
escuela como lugar reproductor de estereotipos de género, dando como resultado
un escenario educativo más equitativo e inclusivo.
The phrase “sit like a lady” is laden with symbolic codes that prescribe specific ways of being, thinking, feeling, acting, and relating to oneself, to others, and to the surrounding environment. This expression serves as the point of departure for a structural issue: the reproduction of gender stereotypes within the school setting. These stereotypes, rooted in reductive generalizations, obscure the complexity of the individual and constrain their potential for holistic development. In this research, gender stereotypes are understood as sociocultural constructs that dictate differentiated behavioral rules for women and men in society. Historically, such constructs have avoided the emancipation of women by reinforcing patterns of subordination, which are legitimized by culturally embedded patterns . These norms are perpetuated by institutions that present them as immutable and normalize them without exposing them to critical scrutiny. Consequently, the subjugation of women is continuously reproduced—globally and, in the context of this study, specifically within educational institutions. This inquiry adopts a socio-critical perspective and employs educational action research as its methodological framework, enabling a reflective analysis of the consequences engendered by gender stereotypes in both the patriarchal and androcentric social order. Furthermore, it opens a dialogical space for examining the mechanisms through which customs are transmitted and roles internalized, while also exploring how such processes may be transformed through collective pedagogical interventions—thereby contributing to a more equitable educational experience. Based on these considerations, the study aimed to design a didactic proposal to challenge and transform the school’s role in reproducing gender stereotypes, thus advancing a more inclusive and equitable educational model. The research unfolded in three methodologically rigorous cycles, with data processed using the qualitative analysis software Atlas.ti 2024 and validated through participatory legitimacy with the involved stakeholders. The outcome of this process was the development of the proposal: “Sit However You Like! An Equitable School in Motion, Thought, and Emotion”. Epistemologically grounded in socio-critical theory, the proposal is built upon five foundational pillars: learning and unlearning, the strength of dialogue, the joy of childhood, weaving historical narratives, and cultivating awareness and renewal. The methodology, named pensisentimovilizadora (a neologism blending thought, feeling, and movement), is structured around three core axes: inclusive bodily movement, expansive and critical thinking, and emotional expression grounded in empathy and respect. In that context, collective work was a crucial component, articulating every investigative phase conceived by and for the community itself. This joint effort generated greater richness and depth in the research. Consequently, the perdurability and appropriation of the proposal were significantly enhanced through the synergy of teamwork. Finally, the proposal reimagines the school not as a space for the reproduction of gender stereotypes, but as a transformative environment that fosters equity.
The phrase “sit like a lady” is laden with symbolic codes that prescribe specific ways of being, thinking, feeling, acting, and relating to oneself, to others, and to the surrounding environment. This expression serves as the point of departure for a structural issue: the reproduction of gender stereotypes within the school setting. These stereotypes, rooted in reductive generalizations, obscure the complexity of the individual and constrain their potential for holistic development. In this research, gender stereotypes are understood as sociocultural constructs that dictate differentiated behavioral rules for women and men in society. Historically, such constructs have avoided the emancipation of women by reinforcing patterns of subordination, which are legitimized by culturally embedded patterns . These norms are perpetuated by institutions that present them as immutable and normalize them without exposing them to critical scrutiny. Consequently, the subjugation of women is continuously reproduced—globally and, in the context of this study, specifically within educational institutions. This inquiry adopts a socio-critical perspective and employs educational action research as its methodological framework, enabling a reflective analysis of the consequences engendered by gender stereotypes in both the patriarchal and androcentric social order. Furthermore, it opens a dialogical space for examining the mechanisms through which customs are transmitted and roles internalized, while also exploring how such processes may be transformed through collective pedagogical interventions—thereby contributing to a more equitable educational experience. Based on these considerations, the study aimed to design a didactic proposal to challenge and transform the school’s role in reproducing gender stereotypes, thus advancing a more inclusive and equitable educational model. The research unfolded in three methodologically rigorous cycles, with data processed using the qualitative analysis software Atlas.ti 2024 and validated through participatory legitimacy with the involved stakeholders. The outcome of this process was the development of the proposal: “Sit However You Like! An Equitable School in Motion, Thought, and Emotion”. Epistemologically grounded in socio-critical theory, the proposal is built upon five foundational pillars: learning and unlearning, the strength of dialogue, the joy of childhood, weaving historical narratives, and cultivating awareness and renewal. The methodology, named pensisentimovilizadora (a neologism blending thought, feeling, and movement), is structured around three core axes: inclusive bodily movement, expansive and critical thinking, and emotional expression grounded in empathy and respect. In that context, collective work was a crucial component, articulating every investigative phase conceived by and for the community itself. This joint effort generated greater richness and depth in the research. Consequently, the perdurability and appropriation of the proposal were significantly enhanced through the synergy of teamwork. Finally, the proposal reimagines the school not as a space for the reproduction of gender stereotypes, but as a transformative environment that fosters equity.
Descripción
Palabras clave
Estereotipos de género, Escuela, Educación equitativa
