Gender perspective in a multigrade school

Abstract

For decades now, the incorporation of the gender perspective has been an international policy and many countries have committed to comply through the implementation of specific programs, in all of society's areas. Mexico has signed to most of these international agreements to subscribe and develop these policies in the country. One of the areas where these policies have been incorporated is in the education system, through educational policies, courses, and training for teachers in general. The teaching that takes place in the classrooms has a social implication where power relationships are established, which, analyzed from the gender category, creates an unequal hierarchy that affects women to a large degree. One of the objectives of the present research is to inquire if the strategies and actions that the government has developed as a State policy have had an impact on the teaching practice and the mainstreaming of the gender perspective in the education system. This paper presents the first findings found in the quantitative phase of the research, regarding some practices that teachers perform within the school, to describe those that promote an inclusion with a gender perspective in their daily work within the multigrade schools of the state of Chihuahua. So far, two dimensions have been constructed, which refer to the use of sexist language and the interpersonal relationships between teachers and students.