Evaluación de la representación de género en los libros de texto de TIC de las escuelas griegas
DOI:
https://doi.org/10.14198/ijd.30200Palabras clave:
Gender Equality; School Textbooks; Content Analysis; Lower Secondary education; Higher Secondary education, Gender Stereotypes, Hidden CurriculumResumen
Este estudio examina la representación de género en los libros de texto de Tecnologías de la Información y la Comunicación (TIC) utilizados en la educación secundaria griega, centrándose en el grado en que estos materiales refuerzan o cuestionan los estereotipos de género. Mediante un análisis cualitativo de contenido, se analizaron sistemáticamente seis libros de texto empleados en los niveles de Gymnasium y Lyceum en Grecia. El análisis exploró patrones lingüísticos, ilustraciones, referencias a profesiones y la representación de figuras destacadas para identificar casos de sesgo de género. Los resultados indican una persistente prevalencia de estereotipos de género en la mayoría de los libros, con una clara dominancia masculina tanto en el uso del lenguaje como en las representaciones visuales, mientras que las figuras femeninas están subrepresentadas o se presentan en roles tradicionales. Cabe destacar que el libro de texto del nivel Gymnasium emplea un lenguaje más neutral en cuanto al género, aunque continúa perpetuando estereotipos a través de las imágenes y la selección de figuras presentadas. Estos resultados subrayan el papel fundamental que desempeñan los materiales educativos en la conformación de las percepciones sobre los roles de género y ponen de relieve la necesidad de reformas específicas para desarrollar libros de texto que promuevan la igualdad de género en la educación en TIC. Abordar estas cuestiones es esencial para fomentar entornos educativos inclusivos que empoderen a todo el alumnado a participar con confianza en el ámbito de las tecnologías digitales, libres de prejuicios limitantes basados en el género.
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