Abstract
The article provides an answer to the question: How do students from public high schools located in the city of San Luis Potosí, Mexico, perceive and build their masculinity? The public schools, according to the political profile of the Mexican State, implements mechanisms through which it promotes gender relations and the construction of a hegemonic type of masculinity, that is, patriarchal, linked with the values of neoliberalism. Accordingly, we analyze the school and curricular institutional space, and the practices of the students, which allude to the conformation and perception of masculinity in three processes: a) generational relations; b) bodily practices; c) perceptions of homosexuality. Because it is relevant in the speeches of the students, the relationship that the school maintains with the family space is also examined. Part of the analysis is based on the speeches of the students recovered through group interviews. One answer, as a conclusion, to the question asked, is that the students, from their sphere of reflexivity, resignify and create new practices that question and sometimes subvert, the hegemonic masculinity promoted by the schools.
Highlights
The article provides an answer to the question: How do students from public high schools located in the city of San Luis Potosí, Mexico, perceive and build their masculinity? The public schools, according to the political profile of the Mexican State, implements mechanisms through which it promotes gender relations and the construction of a hegemonic type of masculinity, that is, patriarchal, linked with the values of neoliberalism
As a conclusion, to the question asked, is that the students, from their sphere of reflexivity, resignify and create new practices that question and sometimes subvert, the hegemonic masculinity promoted by the schools
Consuelo Patricia Martínez Lozano es profesora Investigadora de Tiempo Completo y Jefa del Centro de Investigación en la Facultad de Ciencias de la i ECplúotbémlrimcuainnioaca“uccniaaórrnipledlare”soleansaUursneaisdvpoeerccstoiodmaaúdnsmAuseuntctóaenrpaocamtreaarírsdetfeiecrSaisranufínsLiacucaitsso,Pdsooetcoeisascíle,asrMn(iémoxooidcboou.rdlea hablar, pensar, hacer) y/o emocionales
Summary
Compartimos, y aplicamos, el principio feminista “lo personal es político”, porque no se reduce a una consigna política, ya que además es una propuesta teórica y metodológica que plantea la relación entre agencia y estructura. Además de trabajo etnográfico, nueve entrevistas grupales con estudiantes, hombres y mujeres, de tercer grado. Esto permitió una aproximación a la perspectiva que cada género concebía de sí mismo, y la perspectiva que los hombres tenían de las mujeres y viceversa. En el tema de la masculinidad pudimos acercarnos a la perspectiva que las mujeres tenían de los hombres. Las escuelas que participaron en la investigación cuentan con los elementos necesarios (de infraestructura y de personal docente y administrativo) para ofrecer una formación educativa. Particularmente, los testimonios que obtuvimos son de estudiantes, hombres y mujeres, como ya se dijo, de tercer grado cuya edad es de 15 años. Las edades del personal docente y administrativo que participó en las entrevistas, van desde los 27 a los 70 años. Todas las entrevistas y el trabajo de campo se realizaron en el turno de la mañana
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