VISIBLE BUT EXCLUDED. SOCIAL EDUCATION TEACHER’S CONCEPTIONS ON THE POSSIBILITIES TO THE INCLUSION OF WOMEN’S IN SOCIAL SCIENCE AND HISTORY CLASSES

Abstract

It is a current and contingent problem the exclusion and violence suffered by women in society. The school should take a clear position, considering the gender studies and it perspectives in the construction of the programs, the speeches and the school practices. Teaching social education have to provide reflexive tools and alterna-tive ways for pedagogical planning and practices to contribute to make changes around the marginalization, segregation and violence suffered by women. In this paper, the focus is placed on the social education teaching staff and the advantages and obstacles that they make visible to include women from critical perspectives. The research is derived from the doctoral thesis whose objectives were to know the possibilities and limitations of the inclusion of women in the teaching ad learn-ing of history and social sciences in Chilean classrooms. The methodol-ogy used is a cllective case study. The study has shown that there are different possibilities and commitments to create different and more equality situations in the process of teaching and learning. However, the challenge for the social education is to overcome the obstacles and create the possibility of generate practices with focus on the the reflec-tion and social transformation.