دانشگاه: University of Puerto Rico, Rio Piedras (Puerto Rico)
: 9.51 MB
لا از دیدگاه género EN لا educación: سازمان ملل متحد análisis باهم método mixto د لاس políticas educativas د equidad د género EN پورتوریکو
Abstract: In 2008 the Department of Education of Puerto Rico approved Circular 3: 2008–2009, Declaration of Public Policy Regarding the Incorporation of the Perspective of Gender in the Puerto Rican Public Education System, in compliance with Act 108 of May 26, 2006. Nevertheless, this policy was rescinded in January 2009, putting on hold a very significant attempt towards the cultural transformation necessary to advance gender equity. This political context motivated an analysis of educational policies regarding gender equity in Puerto Rico. This study was conducted from a social construction and gender perspectives. The objective of this research was to examine the concepts and perceptions regarding the influence of formal education on the social construction of gender, taking into account knowledge, paradigms and ideologies of those involved: school community, interest groups and individuals who determine educational policies. This provoked a critical analysis from different perspectives, the identification of opportunities that enable gender equity policies, and the contribution of theoretical perspectives that will facilitate the implementation of educational policies targeted towards gender equity, social justice and the respect of human rights. An exploratory sequential mixed method design, embedded in a transformation perspective, was implemented. This research design allowed the analysis of educational policies from different dimensions, as well as the compiling of data using a variety of techniques (survey, focus groups, semi-structured interviews, review of documents) and information resources. The design also facilitated the triangulation within and between methods. The information obtained was analyzed by means of a Gender Perspective Analysis Model for Educational Policies, which was developed considering the conceptual framework and method, including critical discourse analysis. The findings reveal opportunities that promote the implementation of an education policy of cultural transformation and, at the same time, made visible interactions, interpretations and relationships in daily life that promote gender equity, despite being in constant competition with sexist postures and practices.
Keywords: Critical discourse analysis,Education policies,Equity,Gender,Gender equity,Mixed method,Puerto Rico,School, Social construction