Citas bibligráficas
Romero, G., (2022). Estado del Arte: Presencia de los roles femeninos en la historia enseñada en escuelas primarias [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/23468
Romero, G., Estado del Arte: Presencia de los roles femeninos en la historia enseñada en escuelas primarias []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/23468
@misc{renati/16815,
title = "Estado del Arte: Presencia de los roles femeninos en la historia enseñada en escuelas primarias",
author = "Romero Avendaño, Gabriela Elisa",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The teaching of history within the area of the Social Personnel course in primary schools has been focused on androcentric models and paradigms that have made the presence of women as historical subjects unfeasible. The different curricular perspectives have not been able to respond in the development of the historical competences of the students. Since the curriculum and the teaching of school history have prioritized the incorporation of characters that respond to national values of a nation, thus relegating the contributions of women in history. In this sense, this article makes a brief bibliographic review on the presence of the female role in history taught in schools, and thus the various edges that have caused the exclusion of their contributions will be analyzed. From Gender Studies, a chronological sequence was made on the relationship between the invisible characters of history and feminist historiography. The role of teachers and textbooks as the main agents in the reproduction of stereotypes and prejudices was analyzed and interpreted. Some curricular typologies and phases proposed by various authors are established, within which it is proposed to restructure the plans that define the school curriculum, which would make it possible to introduce the presence of female characters in primary school classrooms. Consequently, this bibliographic recount seeks to promote the teaching of historical content from a gender perspective in curricular planning, pedagogical materials, teaching practices, in order to rethink social discourses and practices that promote inclusion, empathy and empowerment of girls.
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