Social representations of gender as an educational function and integral development from the complex-existential analysis of everyday life

Abstract

The subject remains in a constant exchange and interaction betweenhis experience, the confirmation he perceives from the other and thepositions he assumes in the situation, taking into account the above,the subject will relate in this way to the world, creating roles andrelational positions. Objective. To understand the socialrepresentations of early childhood educators about gender in theireducational function and integral development. Materials andmethods. The work is based on a qualitative methodology of socialrepresentations and a complex-existential analytical approach.Results. It is found that educators perceive conflicts around genderand how it is perceived, in addition to the fact that there should be aninteraction for the integral development of students, as well as anopenness towards knowledge for gender equality and equity.Conclusions. The relationships between teachers and the other rolespresent in the intersubjective field of education favor the educationalfunction, integral development, as well as the dialogue of knowledge.