The Feminist Pedagogy A Theoretical Solution to Educational Inequalities
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Abstract
This article exposes how the hidden curriculum, patriarchy in education and symbolic inequalities are silently reproduced in the Ecuadorian educational system. Therefore, general examples of urban public and private schools are presented that demonstrate practices that reinforce gender stereotypes and hierarchies. As a theoretical response, feminist pedagogy is addressed through two specific experiences, one in Uruguay and the other in Ecuador, which exemplify its possible application in educational practice. Finally, the research is developed under a qualitative methodology, based on a critical bibliographic review of relevant research and authors who address these topics from a critical and contemporary perspective.
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