La representación del Feminismo en el pensamiento y práctica de la acción docente de las Profesoras de Secundaria en Galicia

Abstract

There is a generalized idea that educational systems have objectivity and neutrality as basic characteristics; this idea survives today despite the evidence that shows how the current socio-economic system and its power relations extend their arms, with increasing intensity and frequency, towards educational systems in order to influence them at all levels. The element that continues to support education systems throughout the world is the conception, very internalized by most people, that in order to save societies from their imbalances and achieve well-being, growth, justice and equality, the only way is education. However, the school is the engine of reproduction of dominant economic, political and cultural models, being the institution where strategies highly linked to gender relations under traditional sexist codes, sexual divisions of work and invisibility, along with a certain degree of hostility and obstacles for teachers who want to articulate their classroom from a gender perspective. Despite the presence of women at all educational levels, it has not yet been possible to eradicate the conditions of inequality between the sexes and, in this sense, the objective of this research is, from a qualitative methodological design and with the use of life stories of high school teachers in Galicia, to know the image that feminists and feminism have, as well as to describe what were the obstacles teachers with a feminist conscience had to face when managing their classrooms. Another objective of this research is to achieve an approach to the degree of knowledge of feminism and the concepts of equality, curricular justice, gender, patriarchy and coeducation possessed by secondary school teachers in Galicia.