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Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences

As it has been demonstrated by numerous research works, discourses and educational practices in university produce knowledge and dictates of conscience which are penetrated by androcentrism and sexism: Economics and Administration are not the exception. Making the disciplinary approachof social issu...

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Autores Principales: Pagura, María Fernanda, Logiodice, Luisina
Formato: Artículo revista
Lenguaje:spa
Publicado: Ediciones UNL. Secretaría de Extensión de la UNL 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/CE/article/view/9945
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recordtype dspace
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description As it has been demonstrated by numerous research works, discourses and educational practices in university produce knowledge and dictates of conscience which are penetrated by androcentrism and sexism: Economics and Administration are not the exception. Making the disciplinary approachof social issues from a gender perspective more complex invites us to understand the world from the point of view of power relationships which are expressed in social, economic, political and sexual injustice niches. In order to achieve this, it is necessary to analyze not only what is said about the world in terms of discourse but also the procedures which play a role in scientific production. Therefore, an epistemic and methodological criticism of the predominant focus within such disciplines constitutes an essential step towards the development of a feminist perspective in the Schools of Economic Sciences.This paper revisits, from a gender point of view, the experiences of the last two years of the subject ‘Research Methodology’ from the third year of the bachelor’s degree in Economics and in Administration of Universidad Nacional del Litoral (Santa Fe, Argentina). Firstly, we are interested in showing the feminist epistemic positioning which is expressed in the didactic and pedagogical proposal of the subject and which also considers students’ impressions. Secondly, we would like to explicitly state some forms of materialization of sexism within the prescribed, hidden and null curriculum in professional education
author Pagura, María Fernanda
Logiodice, Luisina
spellingShingle Pagura, María Fernanda
Logiodice, Luisina
Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
author_facet Pagura, María Fernanda
Logiodice, Luisina
author_sort Pagura, María Fernanda
title Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
title_short Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
title_full Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
title_fullStr Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
title_full_unstemmed Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences
title_sort reflections from a feminist pedagogy perspective. overcoming gender blindness within economic sciences
publisher Ediciones UNL. Secretaría de Extensión de la UNL
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/CE/article/view/9945
_version_ 1739329020366946304
spelling oai:bibliotecavirtual.unl.edu.ar:article-99452022-07-22T21:08:33Z Reflections from a Feminist Pedagogy Perspective. Overcoming Gender Blindness within Economic Sciences Reflexiones desde la pedagogía feminista. Sorteando la ceguera de género en las Ciencias Económicas Pagura, María Fernanda Logiodice, Luisina As it has been demonstrated by numerous research works, discourses and educational practices in university produce knowledge and dictates of conscience which are penetrated by androcentrism and sexism: Economics and Administration are not the exception. Making the disciplinary approachof social issues from a gender perspective more complex invites us to understand the world from the point of view of power relationships which are expressed in social, economic, political and sexual injustice niches. In order to achieve this, it is necessary to analyze not only what is said about the world in terms of discourse but also the procedures which play a role in scientific production. Therefore, an epistemic and methodological criticism of the predominant focus within such disciplines constitutes an essential step towards the development of a feminist perspective in the Schools of Economic Sciences.This paper revisits, from a gender point of view, the experiences of the last two years of the subject ‘Research Methodology’ from the third year of the bachelor’s degree in Economics and in Administration of Universidad Nacional del Litoral (Santa Fe, Argentina). Firstly, we are interested in showing the feminist epistemic positioning which is expressed in the didactic and pedagogical proposal of the subject and which also considers students’ impressions. Secondly, we would like to explicitly state some forms of materialization of sexism within the prescribed, hidden and null curriculum in professional education Tal como lo demuestran múltiples investigaciones, los discursos y prácticas educativas universitarias producen saberes y mandatos atravesados por el androcentrismo y sexismo, de los que no quedan exentasla economía y la administración. Complejizar el abordaje disciplinar de las problemáticas sociales desde la perspectiva de género invita a leer el mundo en clave de relaciones de poder que se expresan en los nichosde injusticia social, económica, política y sexual. Para ello, es necesario no solo analizar aquello que se dice acerca del mundo en términos discursivos, sino también atender a los procedimientos que juegan en laproducción científica. En este sentido, es posible señalar que la crítica epistemológica y metodológica al enfoque dominante en dichas disciplinas constituye un paso indispensable para el desarrollo de la perspectiva feminista en las facultades de Ciencias Económicas.Este trabajo recupera, en clave de género, el recorrido de los dos últimos años de la cátedra Metodología de la Investigación que se dicta en el 3er. año de las carreras Lic. en Economía y Lic. en Administración de la Facultad de Ciencias Económicas de la UNL (Santa Fe, Argentina). Interesa mostrar, primeramente, el posicionamiento epistemológico feminista que se plasma en la propuesta didáctico pedagógica de la materia y que dialoga con los decires del estudiantado. En segundo lugar, explicitar algunas formas de materialización del sexismo en el curriculum prescripto, oculto y nulo en la formación profesional. Ediciones UNL. Secretaría de Extensión de la UNL 2021-12-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo application/pdf application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/CE/article/view/9945 10.14409/rce.v1i0.9945 Ciencias Económicas; Vol. 1 Núm. 18 (2021): Ciencias Económicas; 113-125 Ciencias Económicas; Vol 1 No 18 (2021): Ciencias Económicas; 113-125 2362-552X 1666-8359 10.14409/rce.v1i0 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/CE/article/view/9945/14982 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/CE/article/view/9945/14983 info:eu-repo/semantics/openAccess Derechos de autor 2021 María Fernanda Pagura, Luisina Logiodice http://creativecommons.org/licenses/by-nc-sa/4.0
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