Escuelas Tejedoras de Paz desde la Equidad de Género
Corporación Universitaria Minuto de Dios - UNIMINUTO
El presente trabajo de grado, titulado “Escuelas tejedoras de paz desde la equidad de género” se ubica en el contexto de la educación infantil y aborda la problemática de las dinámicas de género en el ámbito escolar, específicamente en la primera infancia. En un entorno donde prevalecen desigualdades y estereotipos de género, este proyecto busca comprender las manifestaciones de estas dinámicas y sus implicaciones en el aprendizaje y desarrollo de los estudiantes. Desde el marco teórico, se fundamenta en teorías de género y pedagogía critica, las cuales sostienen que la equidad no puede limitarse a la igualdad de acceso, sino que implica transformar estructuras y actitudes que perpetúan desigualdades. Entre los antecedentes revisados, se destacan estudios que demuestran como la socialización desde una edad temprana influye en las percepciones de género y su impacto en el clima escolar, resaltando la necesidad de políticas educativas inclusivas. La metodología empleada es de enfoque mixto, combinando métodos cualitativos y cuantitativos para recopilar datos. Se realizó un análisis estadístico del rendimiento académico, así como entrevistas y grupos focales con docentes y estudiantes. Esto permitió la triangulación de datos y un análisis temático que identificó las brechas en el rendimiento académico vinculadas a estereotipos de género y evidenció manifestaciones de discriminación en el entorno escolar. Finalmente, como propuesta de intervención, se realizó una revista digital que incluye estrategias pedagógicas basadas en el enfoque STEAM (Ciencias, Tecnología, Ingeniería, Artes y Matemáticas). La implementación de metodologías activas, como discusiones participativas y juegos de roles, se concibe como un medio para abordar conceptos complejos de manera accesible y significativa. Es así como al promover un ambiente escolar inclusivo y respetuoso, se potencia el desarrollo integral de los estudiantes, favoreciendo su autoestima y potencial académico. Este proyecto no solo busca impactar en las dinámicas del aula, sino también contribuir a la construcción de una sociedad más equitativa pacífica al abordar las brechas y estereotipos de género desde la educación infantil, estableciendo bases sólidas para un cambio cultural profundo y duradero.
This degree project, entitled “Peace weaving schools from a gender equity perspective” is located in the context of early childhood education and addresses the problem of gender dynamics in the school environment, specifically in early childhood. In an environment where gender inequalities and stereotypes prevail, this project seeks to understand the manifestations of these dynamics and their implications in the learning and development of students. From the theoretical framework, it is based on gender theories and critical pedagogy, which argue that equity cannot be limited to equal access, but implies transforming structures and attitudes that perpetuate inequalities. Among the background studies reviewed, we highlight studies that show how socialization from an early age influences gender perceptions and their impact on school climate, highlighting the need for inclusive educational policies. The methodology employed is a mixed approach, combining qualitative and quantitative methods to collect data. A statistical analysis of academic performance was conducted, as well as interviews and focus groups with teachers and students. This allowed the triangulation of data and a thematic analysis that identified gaps in academic performance linked to gender stereotypes and evidenced manifestations of discrimination in the school environment. Finally, as an intervention proposal, a digital magazine was created that includes pedagogical strategies based on the STEAM approach (Science, Technology, Engineering, Arts and Mathematics). The implementation of active methodologies, such as participatory discussions and role-playing, is conceived as a means to address complex concepts in an accessible and meaningful way. Thus, by promoting an inclusive and respectful school environment, the integral development of the students is enhanced, favoring their self-esteem and academic potential. This project not only seeks to impact classroom dynamics, but also to contribute to the construction of a more equitable and peaceful society by addressing gender gaps and stereotypes from early childhood education, establishing solid foundations for a deep and lasting cultural change.
This degree project, entitled “Peace weaving schools from a gender equity perspective” is located in the context of early childhood education and addresses the problem of gender dynamics in the school environment, specifically in early childhood. In an environment where gender inequalities and stereotypes prevail, this project seeks to understand the manifestations of these dynamics and their implications in the learning and development of students. From the theoretical framework, it is based on gender theories and critical pedagogy, which argue that equity cannot be limited to equal access, but implies transforming structures and attitudes that perpetuate inequalities. Among the background studies reviewed, we highlight studies that show how socialization from an early age influences gender perceptions and their impact on school climate, highlighting the need for inclusive educational policies. The methodology employed is a mixed approach, combining qualitative and quantitative methods to collect data. A statistical analysis of academic performance was conducted, as well as interviews and focus groups with teachers and students. This allowed the triangulation of data and a thematic analysis that identified gaps in academic performance linked to gender stereotypes and evidenced manifestations of discrimination in the school environment. Finally, as an intervention proposal, a digital magazine was created that includes pedagogical strategies based on the STEAM approach (Science, Technology, Engineering, Arts and Mathematics). The implementation of active methodologies, such as participatory discussions and role-playing, is conceived as a means to address complex concepts in an accessible and meaningful way. Thus, by promoting an inclusive and respectful school environment, the integral development of the students is enhanced, favoring their self-esteem and academic potential. This project not only seeks to impact classroom dynamics, but also to contribute to the construction of a more equitable and peaceful society by addressing gender gaps and stereotypes from early childhood education, establishing solid foundations for a deep and lasting cultural change.
Analizar las dinámicas de equidad de género, comprendiendo las manifestaciones en el ámbito escolar, con los estudiantes de primera infancia del Colegio Paula Montal, la Institución Educativa Alcaldía de Medellín y el Centro Educativo Forjadores del Mañana, en el grado transición.
Gender equity, achievement gaps, gender roles, school actors
Alzate Cardona, L. D., Correa Restrepo, M. A. & Osorio Jiménez, Y (2025). Escuelas Tejedoras de Paz desde la Equidad de Género. [Monografía, Corporación Universitaria Minuto de Dios - UNIMINUTO]. Repositorio UNIMINUTO.