Publication: Discriminación y exclusión de las mujeres en los textos
escolares chilenos y cubanos de historia
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Date
2015
Authors
Minte, Andrea R. ; González, Eurídice
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2.196231
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info:eu-repo/semantics/article
Description
Abstract
Se presentan los resultados de una investigación cualitativa acerca de las mujeres en los textos
escolares de Historia de Chile y de Cuba. El problema de investigación se centró en establecer
la imagen de las mujeres en los textos escolares de Historia. El objetivo fue caracterizar a las
mujeres en el discurso e ilustraciones de los textos escolares oficiales. Como hipótesis se sostuvo
que las mujeres son invisibilizadas y relegadas a segundo plano. Se aplicó el diseño hermenéutico
a un corpus de 15 textos de Historia (10 chilenos y 5 cubanos) publicados entre 1996 y 2009 por
diferentes editoriales. Se realizó el análisis de textos e imágenes, considerando algunas categorías
propuestas por Van Leuween (1996) tales como: actor social; rol asignado; representación;
nominación. Éstas permitieron caracterizar a las mujeres en un papel secundario, representación
que socializa en la discriminación de las mujeres en la historia oficial de ambos países.
We present the results of a qualitative study about women in textbooks of Chilean and Cuban History in a comparative analysis. The research question focused on establishing the representation of women in history textbooks. The goal was to characterize the presence of women in school discourses of official texts. The hypothesis argues that women have been invisible. The hermeneutic research was used to interpret and understand the discourses of the subject. It worked with a corpus of 15 History textbooks (10 Chilean and 5 Cuban) edited between 1996 and 2009 by different publisher companies. From the analysis of the data categories have been established based on Van Leuween (1996) such as: social actor; social role; representation; naming. Among the results, gender is not evident in Chilean and Cuban school history textbooks. This representation conveys a detected exclusion and discrimination of women in the official history of the two countries.
We present the results of a qualitative study about women in textbooks of Chilean and Cuban History in a comparative analysis. The research question focused on establishing the representation of women in history textbooks. The goal was to characterize the presence of women in school discourses of official texts. The hypothesis argues that women have been invisible. The hermeneutic research was used to interpret and understand the discourses of the subject. It worked with a corpus of 15 History textbooks (10 Chilean and 5 Cuban) edited between 1996 and 2009 by different publisher companies. From the analysis of the data categories have been established based on Van Leuween (1996) such as: social actor; social role; representation; naming. Among the results, gender is not evident in Chilean and Cuban school history textbooks. This representation conveys a detected exclusion and discrimination of women in the official history of the two countries.
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Discriminación , Exclusión , Mujeres , Textos escolares , Discrimination , Exclusion , Women , Textbooks
Citation
Revista de Investigación Educativa, V. 33, N. 2, 2015
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