Gender coloniality and educational depatriarchalizing: a decolonial study for the transformation of relationships in an educational unit in Bolivia
DOI:
https://doi.org/10.63688/aprendizaje.v3.i2.40Keywords:
gender coloniality, gender inequality, school violence, patriarchal roles, adolescents.Abstract
Introduction: Gender inequalities in education can be reproduced through stereotypes, daily practices and power relations that favor the persistence of patriarchal roles and different forms of violence. Objective: To analyze the relationship between the perception of gender inequality and the recognition of forms of violence in students of the Enrique Lindemann "A" Educational Unit, in La Paz, Bolivia, complementing the analysis with family perceptions of patriarchal roles. Methodology: A mixed approach research was developed with quantitative predominance, non-experimental design, cross-sectional and descriptive-correlational scope. The main sample was made up of 20 students, 10 women and 10 men; In addition, 15 family representatives and 15 female students participated. Structured interviews, participant observation, reflective diaries and photovoice were used. Results: Women identified inequalities in an average of 70% of the indicators evaluated, compared to 16% of men. Digital violence was recognized by 75% of students, verbal violence by 60% and physical violence by 40%. Among family representatives, 100% attributed the care of the home and children to women, while 93.3% linked men to community leadership. Conclusions: Relevant differences were evidenced in the perception of inequality and violence according to sex, along with the persistence of patriarchal roles in the family and educational environment.References
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