Conocimientos sobre igualdad de género de los /as docentes de bachillerato de las instituciones educativas particulares del cantón Azogues, periodo abril-julio 2018

Abstract

This study aims to determine and analyze the knowledge of high school teachers of private educational institutions in the canton Azogues, province of Cañar, Ecuador. The fifth United Nations Sustainable Development Goal pursues gender equity and empowerment of women in different spheres, including education. In the process of gender mainstreaming in educational policy and practice, teachers are key, who will apply daily dynamics that undermine gender equity. To find out, we conducted a quantitative, analytical, descriptive and prospective investigation. Universe and shows 120 teachers of Private Educational Units section of high school, Azogues. The instrument was designed by the researcher and validated by experts of the subject, from closed questions, obtaining information regarding specific variables on the studied phenomenon. The results showed how the teaching career, in secondary school, is eminently feminized. As women ascend the ranks of professionals dedicated to teaching, the number of positions of responsibility and power decreases. The most paradigmatic case is that of educational inspection, where men, in their vast majority, occupy this position. A large percentage of teachers interviewed have received training and / or training in gender and their speeches, most of them usually follow the gender equity manifesto, however, discriminatory practices are observed in households, assigning them domestic tasks and of care, considering a dissonance between discourse and discriminatory daily practices. Concluding that the pro-equity discourse is not really rooted in the attitudes, practices and behaviors of the teachers surveyed in their domestic and work environment, where they continue to reproduce those socially and culturally acquired roles and stereotypes that discriminate against women in the public and private sector