Soledad SM

Language: Spanish
References: 0
Page: 20-36
PDF size: 128.23 Kb.

ABSTRACT

Background: some educational models are based on androcentric assumptions that make women invisible. There is usually a hidden gender curriculum where values, concepts, power relations, roles and sexist beliefs are implicitly perpetuated that reinforce discrimination against females.
Objective: to identify gender stereotypes in texts that contain problems elaborated using the Problem Based Learning methodology, with which students are trained during the initial cycle of the Medicine Degree at the Universidad Nacional del Sur.
Methods: a qualitative descriptive study was carried out. We worked with all the texts prepared with the aforementioned methodology in the thirteen (13) units corresponding to the initial cycle of the degree, of the 2017 school year. For this, the following theoretical method was used: critical discourse analysis and empirical method: documentary analysis.
Results: some of the problems elaborated reproduce gender stereotypes coinciding with the social roles assigned to women, relating them to household chores and as a mother and caregiver. Among men are reinforced those associated with their male strength, their ability to reverse the economic situation as a provider of the family and their resistance to pain.
Conclusions: the absence of objectives on gender causes that these issues are not discussed in a planned manner. This generic distinction naturalizes inequalities and moves their analysis away from the social focus that corresponds to them, at the same time that it has an inadequate conception of their treatment in medical education when affirming them as social stereotypes.