Caracterización y propuesta de los conceptos de género en el marco de los proyectos educativos institucionales desde las necesidades epistemológicas del ejercicio docente

Abstract

Addressing the characterization and the concept of gender in the contexts of the PEI is spontaneous in the face of biased and inherited ideological dispositions evident in Engels' family organization systems, such as the patriarchy and the androcentrism that emerges from the first. These provisions may also be presented in this subject in favor of or against the debates that arise in the middle of the concept of gender and the education system at present, in addition it could be presumed that these could threaten social ideals that seem accepted and promoted, but not linked to the educational environment in a formal way yet, some of them are known as: gender diversity, free development of personality, diversity in the forms of love. Under this situation supported by reference frameworks of legal, conceptual and historical order corresponding to Institutional Educational Project concepts, PEI management model, gender concept and characterization, investigative methodological processes are developed that correspond to orientations of ethnographic studies, giving the place that it corresponds to the teaching perception of the concept of gender and education as elements of the societies presented to approach the development of descriptions and analyzes about ideas, beliefs, meanings, knowledge, group practices, cultures and communities. In this way, the proposal is an approach to curricular orientations that address the ministerial needs raised in the education program for sexuality and the construction of citizenship. This proposal does not intend to develop a new subject to teach, on the contrary, it tries to mark a point of reference about points where the set of transversal processes could be initiated with which the type of knowledge is addressed. Finally, it should be pointed out that this type of processes should not be assumed as results without further advances, on the contrary, the relationships between educational systems and cross-cutting learning should be considered as research spaces with possibilities for action for the development of knowledge of convenience for actors schoolchildren Teachers, students and parents.