Los estereotipos de género desde la perspectiva docente en un centro de educación inicial de la ciudad de Quito

Abstract

The research comes from observing pre-professional practices, where manifestations of gender stereotypes were evidenced in various situations and school spaces. Based on this, the degree work is a case analysis focused on discovering and describing the teacher's perspective on gender stereotypes in early childhood education. For this, three categories were analyzed: gender stereotypes, social learning and discrimination. Each category contains three subcategories developed through the search and interpretation of authors and bibliographic references that contributed to understanding the problem. The results revealed a certain similarity in the teaching perspectives on concepts related to gender stereotypes. Some students expressed their gender stereotypes in playtime and while using toys classified by the male or female gender. In addition, symbolic play is a resource that can teach about gender equality at an early age and can be implemented within the educational spaces available. In conclusion, the researchers determined that gender stereotypes begin within the home by imitating roles and behaviors expressed by parents. The analysis of the results and the findings made it possible to identify that teachers are sometimes unaware of gender issues. It is also possible to acquire and reinforce gender stereotypes during the interaction between students and people around them. For this reason, teachers need to acquire more knowledge about the problem addressed. In this way, it contributes to the reflection of professional ethics, avoiding value judgments that interfere with the quality and educational teaching.