Diversidad de género. Análisis de las representaciones sociales de los docentes de básica secundaria: estudio de caso en una institución educativa de la ciudad de Medellín – Colombia
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Date
2024-12-13
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Editors
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Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Tesis de Maestría
Rights
Acceso Restringido - http://purl.org/coar/access_right/c_16ec
Abstract
Este estudio analiza las representaciones sociales en cuanto a la diversidad de género de los docentes de la básica secundaria de la institución educativa Rafael Uribe Uribe de la ciudad de Medellín (COL). La investigación tiene un enfoque cualitativo y un diseño descriptivo, –Estudio de caso. El estudio de caso permitió, mediante la aplicación de técnicas como la encuesta, grupo focal y análisis documental, identificar significados o imaginarios; describir los conocimientos y proponer un protocolo o guía de atención a la población con diversidad de género desde los docentes. La naturaleza descriptiva del diseño proporcionó una comprensión exhaustiva de las representaciones sociales y la diversidad de género, categorías que, siguiendo un proceso de codificación abierta, axial y selectiva, examino los testimonios y permitió exhibir los hallazgos con rigurosidad. Se observa una brecha entre las percepciones y, como influyen en ellas, los procesos de desarrollo evolutivo, crianza, entorno familiar, educativo y social, el cual se agudiza en la medida en que los docentes de generaciones anteriores consideran la diversidad de género. Los resultados revelan una multiplicidad de perspectivas, desde concepciones binarias hasta una comprensión amplia de la diversidad de identidades y expresiones sexuales, donde integran imaginarios con conocimientos en sus prácticas educativas para fomentar la inclusión y el respeto en el aula. Al abordar la diversidad de género desde los docentes, la institución educativa puede formar e implementar políticas para superar y crear un entorno de dialogo y de respeto, atractivo y eficaz para la atención a la población con diversidad de género.
The study analyzes the social representations regarding gender diversity of teachers of the Rafael Uribe Uribe secondary school in the city of Medellín (COL). The research has a qualitative approach and a descriptive design, – Case Study. The case study allowed, through the application of techniques such as survey, focus group and documentary analysis, to identify meanings or imaginaries; to describe the knowledge and to propose a protocol or guide for attention to the population with gender diversity from the teachers. The descriptive nature of the design provided an exhaustive understanding of social representations and gender diversity, categories that, following an open, axial and selective coding process, examined the testimonies and allowed to exhibit the findings with rigor. A gap is observed between perceptions and, how they are influenced by the processes of evolutionary development, upbringing, family, educational and social environment, which is exacerbated to the extent that teachers of previous generations consider gender diversity. The results reveal a multiplicity of perspectives, from binary conceptions to a broad understanding of the diversity of sexual identities and expressions, where they integrate imaginaries with knowledge in their educational practices to promote inclusion and respect in the classroom. By addressing gender diversity from the perspective of teachers, the educational institution can form and implement policies to overcome and create an environment of dialogue and respect, attractive and effective for the care of the population with gender diversity.
The study analyzes the social representations regarding gender diversity of teachers of the Rafael Uribe Uribe secondary school in the city of Medellín (COL). The research has a qualitative approach and a descriptive design, – Case Study. The case study allowed, through the application of techniques such as survey, focus group and documentary analysis, to identify meanings or imaginaries; to describe the knowledge and to propose a protocol or guide for attention to the population with gender diversity from the teachers. The descriptive nature of the design provided an exhaustive understanding of social representations and gender diversity, categories that, following an open, axial and selective coding process, examined the testimonies and allowed to exhibit the findings with rigor. A gap is observed between perceptions and, how they are influenced by the processes of evolutionary development, upbringing, family, educational and social environment, which is exacerbated to the extent that teachers of previous generations consider gender diversity. The results reveal a multiplicity of perspectives, from binary conceptions to a broad understanding of the diversity of sexual identities and expressions, where they integrate imaginaries with knowledge in their educational practices to promote inclusion and respect in the classroom. By addressing gender diversity from the perspective of teachers, the educational institution can form and implement policies to overcome and create an environment of dialogue and respect, attractive and effective for the care of the population with gender diversity.
Description
Analizar las representaciones sociales en cuanto a la diversidad de género de los docentes de la básica secundaria de la institución educativa Rafael Uribe Uribe de la ciudad de Medellín.
Keywords
Gender diversity, Social representations, Teachers, Secondary school, Diversidad de género, Representaciones sociales, Docentes, Básica secundaria