Genere e curriculum. Modelli e pratiche agli inizi della scolarizzazione femminile

Resumen

The objective of this research is to understand the transmission of genderstereotypes in the origins of the initial training of teachers and the education ofgirls in Spain. Since its very beginning, the education of girls has been markedby gender differences. Both female teachers’ training and girls’ education weredirected to their mission as women meant to lead a private life, isolated fromany possible activity unrelated to home management. Governments consideredimportant to extend schooling to boys, because they regarded them to beprospective male adults whose role was that of working in the industry and eco-nomically supporting their families. Instead, the schooling of girls developedlater and prepared them for the housework, teaching them skills such assewing, cooking, or cleaning; moreover, they were educated to the value of res-ignation, deference, piousness, submission and obedience to their husbands. This very asymmetric and unequal educational discourse used to makewomen invisible, thus regarding everything feminine as something subjectto bias in comparison with the world of masculine hegemony. The domi-nant archetype undertook even the task of establishing a sexist curriculumand, therefore, a differentiated path to citizenship.