El rol docente en el desarrollo de la equidad de género en educación inicial

Abstract

The purpose of this case analysis is to identify how gender equity is worked through the use of curricular integrating elements in play practices with early childhood education students and, from this, to determine the importance of the role of the teacher in the development of this topic. The problem was identified in a public educational institution located in the south of the city of Quito, where different behaviors were observed in the teaching practice that demonstrated gender inequality actions among their students in the various activities in the school, marking a clear difference between what under their criteria, ideology or belief should be taught to children with respect to their gender. The methodology used was qualitative research, which seeks to interpret the actions carried out by a certain group of people, under the phenomenological method that investigates the experiences of the research subjects. In addition to basing the study on the documentary analysis of several articles dealing with gender equity and its importance in the educational field, using instruments such as participant and non-participant observation and information gathering through field diaries and semi-structured interviews with the subjects of education. It was determined in the results that there is a certain incongruence between what the teachers mentioned in the interviews and what was observed in the classrooms, in relation to the development of gender equity.