Postestructuralismo y práctica coeducativa: discutiendo y deconstruyendo el género en el aula
DOI:
https://doi.org/10.12795/IE.2006.i59.07Abstract
El artículo analiza las principales aportaciones efectuadas desde al paradigma postestructuralista para favorecer al desarrollo de una práctica educativa no discriminatoria por razón de género. En primer lugar, realizamos una breve exposición de los supuestos conceptuelas que sustentan dicho paradigma. A continuación, hacemos especial hincapié en sus diferencias con respecto a la teoría de la socialización de los roles sexuales. Por último, en el grueso del trabajo, se examinan las estrategias coeducativas que se proponen desde el marco postestructuralista.Downloads
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Accepted 2019-01-02
Published 2021-05-05
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