Una estrategia pedagógica para fortalecer la equidad de género a través de la enseñanza de las Ciencias Sociales en la educación básica secundaria.

Abstract

This study focuses on gender equity in secondary education through the teaching of Social Sciences. The objective of this research is to contribute to the consolidation of gender equity through a pedagogical proposal to mitigate these inequalities. The research is framed within the interpretive paradigm and utilizes a qualitative approach, employing interviews, questionnaires, and pedagogical diaries for data collection. The participating population includes Social Sciences teachers and eighth-grade students from the Provincial San José School Central campus in Pamplona, Norte de Santander. The theoretical foundation is based on "Doing Gender" and feminist pedagogy, which provide a framework for analyzing and understanding gender dynamics in the educational context. The developed proposal includes the creation of a pedagogical strategy that promotes critical thinking about gender, challenges stereotypes, and analyzes historical and social power structures. The research acknowledges limitations such as resistance to change and institutional constraints but highlights its potential to transform educational practices and foster greater gender equity in schools.