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Arroyo, L., (2024). Factores que promueven una educación inicial con enfoque de género: el caso peruano [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/672332
Arroyo, L., Factores que promueven una educación inicial con enfoque de género: el caso peruano [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/672332
@misc{sunedu/3603861,
title = "Factores que promueven una educación inicial con enfoque de género: el caso peruano",
author = "Arroyo Corahua, Luz Fernanda",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
Title: Factores que promueven una educación inicial con enfoque de género: el caso peruano
Other Titles: Factors Promoting Gender-Responsive Early Childhood Education: The Peruvian Case
Authors(s): Arroyo Corahua, Luz Fernanda
Advisor(s): Ruiz Ruiz, Marcos Fernando
Keywords: Structural analysis; Educación inicial; Análisis estructural; Enfoque de género; Prácticas pedagógicas; Perú; Early childhood education; Gender-responsive; Teaching practices; Peru
OCDE field: https://purl.org/pe-repo/ocde/ford#5.00.00; https://purl.org/pe-repo/ocde/ford#5.03.00
Issue Date: 3-Jan-2024
Institution: Universidad Peruana de Ciencias Aplicadas (UPC)
Abstract: Las diferencias de género toman relevancia en el ámbito educativo para la construcción de una sociedad sostenible. Por ello, el objetivo de esta investigación fue determinar los factores que promueven el nivel de educación inicial peruana con enfoque de género. A partir de un diseño exploratorio y descriptivo, se efectuó un análisis estructural cualitativo con la ayuda de un panel de cinco educadores expertos, teniendo como contexto de estudio a los niños de educación inicial (3–5 años) del territorio peruano. Empleando la herramienta de Multiplicación Aplicada a una Clasificación basada en Matrices (MICMAC), se tuvo como hallazgo la identificación de los mencionados factores clave para el sistema: implementación de políticas, formación docente, prácticas pedagógicas, elección y características de los recursos didácticos, así como expectativas de las familias respecto al desarrollo de la niñez temprana con enfoque de género. La conducción recae principalmente en el Ministerio de Educación del Perú, responsable de formar una sociedad igualitaria desde un enfoque integral. Cualquier esfuerzo de planificación estratégica debe abordar esta problemática de la educación inicial peruana a partir de una mirada holística. Este estudio constituye un punto de partida para estudiar escenarios futuros del sistema educativo a mediano y largo plazo.
Gender differences become relevant in the educational sphere for the construction of a sustainable society. Therefore, the aim of this research was to determine the factors that promote the Peruvian gender-responsive early childhood education system (3-5 y/o). Based on an exploratory and descriptive design, a qualitative structural analysis was carried out with the help of a panel of five expert educators, with early childhood education children (3-5 years old) in Peru as the context of the study. Using the Matrix-based Multiplication Applied to a Classification (MICMAC) tool, we found the identification of the following key factors of the system: the implementation of policies, teacher training, pedagogical practices, the choice and characteristics of teaching resources, as well as the expectations of families regarding early childhood development with a gender approach. The leadership rests mainly with the Peruvian Ministry of Education, which is responsible for forming an egalitarian society from a comprehensive approach. Any strategic planning effort must address this problem of Peruvian early childhood education from a holistic perspective. This study is a starting point for studying future scenarios for the education system in the medium and long term.
Gender differences become relevant in the educational sphere for the construction of a sustainable society. Therefore, the aim of this research was to determine the factors that promote the Peruvian gender-responsive early childhood education system (3-5 y/o). Based on an exploratory and descriptive design, a qualitative structural analysis was carried out with the help of a panel of five expert educators, with early childhood education children (3-5 years old) in Peru as the context of the study. Using the Matrix-based Multiplication Applied to a Classification (MICMAC) tool, we found the identification of the following key factors of the system: the implementation of policies, teacher training, pedagogical practices, the choice and characteristics of teaching resources, as well as the expectations of families regarding early childhood development with a gender approach. The leadership rests mainly with the Peruvian Ministry of Education, which is responsible for forming an egalitarian society from a comprehensive approach. Any strategic planning effort must address this problem of Peruvian early childhood education from a holistic perspective. This study is a starting point for studying future scenarios for the education system in the medium and long term.
Link to repository: http://hdl.handle.net/10757/672332
Note: Solicitud de embargo por publicación en revista indexada.
Discipline: Educación y Gestión del Aprendizaje
Grade or title grantor: Universidad Peruana de Ciencias Aplicadas (UPC). Facultad de Educación
Grade or title: Licenciado en Educación
Juror: Rodríguez Bustamante, Diana Milagros; Chirif Trapnell, Selva Sofia; Meza Peralta, María Alejandra
Register date: 27-Feb-2024; 27-Feb-2024
This item is licensed under a Creative Commons License