Resumo

ROCHA, Milagros. Gender and Curriculum. About the History of Teaching and the Teaching of History. Rev. colomb. educ. [online]. 2023, n.87, pp.187-206.  Epub 01-Jan-2023. ISSN 0120-3916.  https://doi.org/10.17227/rce.num87-13127.

This article proposes three sections: the first, Modernity/coloniality and the curriculum as a device of gender, briefly problematizes the triangular structure of coloniality (coloniality of power, knowledge, and being) and raises how an exclusionary curriculum and gendered. The second, De Emilios and Sofías. Argentina, between the end of the 19th century and the beginning of the 20th, addresses, based on the analysis of programs and study plans of the time, what has been taught in some schools in our country and points out in some institutions in the city of La Plata, Province from Buenos Aires. In this sense, we ask ourselves: what knowledge became destiny in some schools in Argentina, what was legitimate to know, and who should know what and why. The third, Knowledge and subjects that are embodied in the History curriculum, refer to the teaching of history: what subjects from the past appear in the programs of the early twentieth century, what bodies matter, what experiences of these historical subjects were studied, and in this key, how the disciplinary code was configured, what continuities and changes can be identified. In short, an analysis that seeks to rethink the history of teaching and the teaching of history, in terms of gender.

Palavras-chave : gender; curriculum; school culture; history; teaching..

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