El discurso docente vinculado a los estereotipos de género en la asignatura de estudios sociales: estudio de caso en una institución educativa de la ciudad de Quito

Abstract

The research work arises from the problem of gender stereotypes in the teaching discourse. Gender stereotypes refer to the construction of ideas rooted in a given context in which the social function is attributed according to the gender it belongs to, which can be evidenced in the teaching discourse observed during the pre-professional practices; the assimilation by the students. For this reason, the general objective of the research was to analyze the teaching discourse in relation to gender stereotypes in the subject of Social Studies in an educational institution in the city of Quito, with the purpose of evidencing the reproduction of stereotypes issued by the teacher and its influence on the development of students. In reference to the methodology, the approach used was mixed; while the method used was hermeneutic phenomenological; the technique used was direct observation and as an instrument the field diary. As a result, the presence of expressions in which the teacher constantly questions the actions of boys and girls, and the use of prejudices when calling attention, the use of examples when explaining the contents of the subject. In conclusion, the stereotypes evidenced in the classroom are mostly directed towards the tasks, behavior, attitudes and manners that girls should comply with, while boys are catalogued with more liberal ideas.