La práctica docente como herramienta para transversalizar la perspectiva de género en la Universidad Autónoma de Tlaxcala, México

Abstract

In this paper we reflect on gender mainstreaming and to the extent that it must engage in higher education activities at the structural level or if necessary through the practices of its agents and positioning initiatives in terms of their experiences. Specifically, the purpose of the study is to identify at the Autonomous University of Tlaxcala in central Mexico if gender training among teachers is equally significant structural measures to mainstreaming gender. Based on narratives of teachers of the Faculty of Social Work, Sociology and Psychology shows that mainstreaming gender challenges facing both the administration and teaching practices. The findings indicate that resistance to mainstreaming gender have protection on the one hand, in the institutional culture and, secondly, in thoughts, ideologies and particular experiences. It is proposed that while changes in the regulations, administration and education programs are long term, it is possible to shorten paths for equality through that teachers know the importance and crucial of gender in their work.