Abstract
<p style="text-align:justify">This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (<em>n</em> = 105). The study focuses on the analysis of the discursive-narrative mechanisms employed by the students and, in particular, of their representations of gender relations. To this end, the place given to men and women in past and present societies is analysed in the narratives generated by the students (n = 780). A mixed methodology is applied, combining quantitative (descriptive and inferential) and qualitative analyses of the manifest content. The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education.</p>
Highlights
Key insights for understanding the patriarchal system can be found in gender studies and queer theory
This research seeks to evaluate the degree of inclusion of the gender perspective and the promotion of education in and for equality in the historical narratives of students in Chilean Secondary Education (n = 105)
The results obtained report the persistence of stereotypical, exclusionary and androcentric perspectives, evidenced in hegemonic gender attributions and in the maintenance of the sex/gender system. These data confirm the need to implement specific teacher training programmes aimed at the acquisition of critical competences and the effective inclusion of the gender perspective in history education
Summary
Key insights for understanding the patriarchal system can be found in gender studies and queer theory Authors such as Butler (2001, 2006) and Spivak (2012) criticise the transmitted concept of woman and being a woman. These authors agree that "woman" as a concept and symbol is an incoherent social construction, which responds to historical contexts and, above all, to the power structures inherited from patriarchy and heteronormative conceptions. The way forward must be to understand how these patriarchal categories have been constructed, as well as the hierarchies that have positioned men's history above women's actions, narratives and stories
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