Roles y estereotipos de género en la biblioteca de aula del plan Leo Primero para segundo básico
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Archivos
Fecha
2022
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
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Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Las desigualdades de género las vemos desde hace muchos años y en la actualidad es algo
que aún nos afecta. El promover roles, normas y relaciones no discriminatorias desde la primera
infancia resulta primordial para combatir los estereotipos de género y las desigualdades que se
presentan. En este estudio se busca conocer los roles y estereotipos de género en la biblioteca de
aula del Plan Leo Primero para segundo año básico. En este proceso se analizó un total de 26 libros
álbum, tanto sus imágenes como su narración. Para ordenar e identificar los hallazgos de este
análisis se confeccionó una matriz y se aplicó en el corpus seleccionado. En este análisis pudimos
observar un notorio sesgo de género, encontrando 11 libros con exclusividad de género masculino
y roles de personajes femeninos relegados al cuidado, a labores domésticas y a la sumisión. A
través de los resultados obtenidos se puede verificar que existe una incongruencia con las
licitaciones públicas para la selección de textos presentadas por el ministerio, las cuales no cumplen
con la equidad de género que se espera. Estas exigencias en este corpus analizado no se
evidenciaron. Es necesario realizar estudios más profundos que puedan verificar que en el Plan Leo
Primero se están utilizando textos con igualdad de género que permitan generar las correcciones
necesarias otorgando así las posibilidades de acceder a diversos textos para ambos géneros por
igual.
We have seen gender inequalities for many years and nowadays it is something that still can affect us. Promoting non-discriminatory roles, norms and relationships from early childhood are paramount to combat gender stereotypes and inequalities. This study seeks to know the gender roles and stereotypes for the classroom library of the “Plan Leo Primero” for second-grade students. In this research, we analyzed a total of 26 album books and, additionally, their images and storytelling. To order and identify the findings of this analysis, a matrix was made and applied to the selected corpus. Furthermore, in this analysis we were able to observe a notorious gender bias. We have found 11 books exclusively for male gender in which the female character were roles relegated to caring, housework and submission. Through the results obtained, it can be verified that there is an inconsistency in the public tenders for the selection of texts presented by the ministry, in which they do not comply with the gender equity that is expected. The requirements related to the corpus analyzed were not evident. It is necessary to implement deeper studies that can verify that “Plan Leo Primero” is using texts with gender equality, which should allow the necessary corrections to bring more possibilities of accessing different texts for both genders equally.
We have seen gender inequalities for many years and nowadays it is something that still can affect us. Promoting non-discriminatory roles, norms and relationships from early childhood are paramount to combat gender stereotypes and inequalities. This study seeks to know the gender roles and stereotypes for the classroom library of the “Plan Leo Primero” for second-grade students. In this research, we analyzed a total of 26 album books and, additionally, their images and storytelling. To order and identify the findings of this analysis, a matrix was made and applied to the selected corpus. Furthermore, in this analysis we were able to observe a notorious gender bias. We have found 11 books exclusively for male gender in which the female character were roles relegated to caring, housework and submission. Through the results obtained, it can be verified that there is an inconsistency in the public tenders for the selection of texts presented by the ministry, in which they do not comply with the gender equity that is expected. The requirements related to the corpus analyzed were not evident. It is necessary to implement deeper studies that can verify that “Plan Leo Primero” is using texts with gender equality, which should allow the necessary corrections to bring more possibilities of accessing different texts for both genders equally.
Notas
Proyecto de Título (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Roles Sexuales, Igualdad de Género, Investigaciones, Bibliotecas Escolares, Enseñanza Básica