Tecnologías de género y carrera profesional docente: desafíos de las mujeres en un sistema educativo “feminizador”
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Este trabajo presenta algunos avances de una investigación en curso referida a los procesos cotidianos de circulación del poder en la dirección de escuelas primarias asumida por mujeres docentes. Su propósito es doble: desde la perspectiva social, profundizar la indagación de la potente trama de significaciones de género que interpela a las mujeres en los cargos directivos; desde la perspectiva de los sujetos (las sujetas en realidad) desplegar analíticamente la “acción humana” de las directoras que construyen, ejercen y legitiman su poder en la vida cotidiana escolar.
Abstract: This paper presents some results of an ongoing research project referred to daily processes of circulation of power in the task of leading a primary school and being a woman. Its purpose is twofold: from a social perspective, to deepen the research of the powerful network of meanings related to gender that challenges women in formal power positions; from the perspective of subjects, to analyze systematically the “human action” of women that build, exert and legitimize their power as the head in the every day life of schools.
Abstract: This paper presents some results of an ongoing research project referred to daily processes of circulation of power in the task of leading a primary school and being a woman. Its purpose is twofold: from a social perspective, to deepen the research of the powerful network of meanings related to gender that challenges women in formal power positions; from the perspective of subjects, to analyze systematically the “human action” of women that build, exert and legitimize their power as the head in the every day life of schools.