Educación con perspectiva de género desde el diálogo entre las experiencias y saberes infantiles

Abstract

This article emphasizes education with a gender perspective, within qualitative research on the rights and dignity of girls, carried out with boys / girls from elementary school, promoting dialogue with the participants, and collectively identifying knowledge about this topic. The information gathered was performed in three phases, using language and pedagogical strategies according to their age: 1) workshop using play; 2) artistic session to elaborate drawings on the investigated topic; 3) focus groups to deepen on gender and equity. Discourses and practices based on prejudices and learned beliefs were evidenced, as part of the male / female binary system that attributes superiority to men, and that affect their self-concept and interactions. At the same time, the creative capacity they display to withdraw and question such limiting visions, and freely express their being / thinking / acting, was highlighted. Among the aspects shared by the participants, it stands out their claim to be promoters of solidarity and respect for the rights and dignity of all on equal terms; the recognition of difference as human beings and their unbreakable intrinsic value; the participation of children in contributing to all the socialization scenarios in which they engage in home, community, school. This evidence sets a precedent in the matter of educational exercises, which contributes to promoting an alternative value system towards the eradication of violence and good coexistence practices.