{"id":19956,"date":"2015-09-23T11:24:04","date_gmt":"2015-09-23T14:24:04","guid":{"rendered":"http:\/\/www.diariofemenino.com.ar\/?p=19956"},"modified":"2019-05-09T10:08:07","modified_gmt":"2019-05-09T13:08:07","slug":"la-construccion-de-la-identidad-de-genero-desde-una-perspectiva-intercultural-2","status":"publish","type":"post","link":"https:\/\/diariofemenino.com.ar\/df\/la-construccion-de-la-identidad-de-genero-desde-una-perspectiva-intercultural-2\/","title":{"rendered":"La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural"},"content":{"rendered":"<p style=\"text-align: left;\"><span style=\"color: #000000;\">Identidad de G\u00e9nero. Propuestas did\u00e1cticas de intervenci\u00f3n educativa<\/span><\/p>\n<p style=\"text-align: center;\"><strong><span style=\"color: #000000;\">La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural<\/span><\/strong><\/p>\n<p style=\"text-align: left;\">Descargar con un click en la Portada<\/p>\n<p><span style=\"color: #000000;\"><a href=\"https:\/\/diariofemenino.com.ar\/documentos\/IDENTIDAD_GENERO_PERSPECTIVA_INTERCULTURAL.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-35038 alignleft\" src=\"https:\/\/diariofemenino.com.ar\/df\/wp-content\/uploads\/2015\/09\/Identidad1.jpg\" alt=\"La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural\" width=\"393\" height=\"546\" srcset=\"https:\/\/diariofemenino.com.ar\/df\/wp-content\/uploads\/2015\/09\/Identidad1.jpg 393w, https:\/\/diariofemenino.com.ar\/df\/wp-content\/uploads\/2015\/09\/Identidad1-216x300.jpg 216w\" sizes=\"auto, (max-width: 393px) 100vw, 393px\" \/><\/a>El alumnado de origen inmigrante\u00a0suele desarrollar estrategias de\u00a0adaptaci\u00f3n, mediaci\u00f3n y negociaci\u00f3n\u00a0para compatibilizar su\u00a0cultura de origen con aquella que se\u00a0encuentra presente en la comunidad\u00a0de acogida. En este proceso, el g\u00e9nero\u00a0desempe\u00f1a un papel determinante en la\u00a0construcci\u00f3n de la <a href=\"https:\/\/diariofemenino.com.ar\/argentina-7-anos-de-la-primera-ley-de-identidad-de-genero-en-el-mundo\/\">identidad<\/a>, la cual se\u00a0adapta en funci\u00f3n del contexto sociocultural\u00a0existente.<br \/>\n<\/span><br \/>\n<span style=\"color: #000000;\">La educaci\u00f3n, en este\u00a0sentido, se plantea como un mecanismo\u00a0fundamental a la hora de alcanzar una\u00a0igualdad que no conlleve la subordinaci\u00f3n\u00a0de las identidades de grupos\u00a0culturales minoritarios.<br \/>\n<\/span><span style=\"color: #000000;\">Esta investigaci\u00f3n tiene como objetivo\u00a0analizar este proceso, haciendo un\u00a0especial hincapi\u00e9 en el \u00e1mbito escolar,\u00a0familiar y en el de las relaciones sociales,\u00a0con la finalidad de contribuir al dise\u00f1o de\u00a0herramientas y pol\u00edticas educativas que\u00a0favorezcan la consecuci\u00f3n de la igualdad\u00a0entre hombres y mujeres, as\u00ed como entre\u00a0las distintas culturas.<\/span><\/p>\n<p><span style=\"color: #000000;\"><br \/>\nEn el marco te\u00f3rico se explica \u00aben primer lugar\u00bb c\u00f3mo se construye la identidad colectiva a partir del proceso de creaci\u00f3n de los Estados-naci\u00f3n. A su vez, se profundiza en las distintas l\u00f3gicas (nacionalista, culturalista, igualitaria) que configuran la representaci\u00f3n social del otro inmigrante. Por otra parte, se abordan las problem\u00e1ticas, atravesadas por el g\u00e9nero y la cultura, que afectan directamente a los y las adolescentes, y la respuesta educativa que proveen los centros escolares como escenarios clave de convivencia<a href=\"https:\/\/es.wikipedia.org\/wiki\/Multiculturalismo\"> multicultural.<\/a><\/span><\/p>\n<blockquote><p><span style=\"color: #000000;\">\u00abLa educaci\u00f3n en igualdad\u00a0est\u00e1 relacionada con pilares\u00a0con poca tradici\u00f3n escolar\u00a0que son: un saber ser y un\u00a0saber convivir\u00bb<\/span><\/p><\/blockquote>\n<p><span style=\"color: #000000;\">Con el objetivo de conocer la visi\u00f3n que tiene el alumnado y el personal docente respecto a estos procesos de <a href=\"https:\/\/diariofemenino.com.ar\/documentos\/IDENTIDAD_GENERO_PERSPECTIVA_INTERCULTURAL.pdf\">negociaci\u00f3n identitaria<\/a>, se procede a elaborar una metodolog\u00eda en la cual los m\u00e9todos cuantitativos se complementan con los cualitativos, dando como resultado una triangulaci\u00f3n de los datos recogidos que permite un acercamiento m\u00e1s preciso a la realidad social estudiada. A partir de entrevistas en profundidad de car\u00e1cter semi-estructurado y grupos de discusi\u00f3n se recoge la percepci\u00f3n del alumnado. En cuanto al personal docente, se llevan a cabo cuestionarios y entrevistas en profundidad.<\/p>\n<p>Posteriormente se desarrolla el an\u00e1lisis de los datos obtenidos a partir de los cuales se hallan los resultados. Dichos resultados quedan expuestos en las conclusiones del estudio que reflejan la s\u00edntesis de la informaci\u00f3n resultante y resaltan las cuestiones m\u00e1s novedosas e interesantes halladas en el transcurso de esta investigaci\u00f3n. <\/span><\/p>\n<p><strong>\u00cdndice<\/strong><\/p>\n<p>1. MARCO TE\u00d3RICO (por Julieta Olaso)&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.8<br \/>\n1.1 La construcci\u00f3n de la identidad dentro de los Estados-naci\u00f3n&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;10<br \/>\n1.2 Representaciones sociales sobre las personas inmigrantes en Espa\u00f1a&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..11<br \/>\n1.3 La (co) educaci\u00f3n intercultural&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.14<br \/>\n1.4 <a href=\"https:\/\/es.wikipedia.org\/wiki\/Identidad_de_g%C3%A9nero\">Identidad de g\u00e9nero<\/a> e interculturalidad &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;15<br \/>\n1.5 Relaciones afectivo-amorosas en la adolescencia, inmigraci\u00f3n y educaci\u00f3n&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;16<br \/>\n2. HIP\u00d3TESIS &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..<br \/>\n3. OBJETIVOS&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;20<br \/>\n4. METODOLOG\u00cdA&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..22<br \/>\n4.1 An\u00e1lisis de fuentes secundarias: an\u00e1lisis documental y estad\u00edstico&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.24<br \/>\n4.2 Recogida de datos. Triangulaci\u00f3n metodol\u00f3gica&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..24<br \/>\n4.3 Estudio cualitativo&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..24<br \/>\n4.3.1 T\u00e9cnicas cualitativas: entrevista en profundidad y grupo de discusi\u00f3n&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..24<br \/>\n4.3.2 El an\u00e1lisis del discurso&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.25<br \/>\n4.4 Estudio cuantitativo &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.25<br \/>\n4.4.1 T\u00e9cnica cuantitativa: el cuestionario&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;25<br \/>\n4.4.2 Operacionalizaci\u00f3n de conceptos&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;25<br \/>\n4.5 Selecci\u00f3n de informantes&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.26<br \/>\n4.6 Cronograma &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.27<br \/>\n5. AN\u00c1LISIS DE LOS DATOS OBTENIDOS&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.28<br \/>\nI. EL DISCURSO DEL ALUMNADO&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;30<br \/>\n1. Relaciones sociales y sentimentales, la identidad elegida&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.30<br \/>\n1.2. Historia de un desamor: cultura, g\u00e9nero y violencia&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;31<br \/>\n2. La familia inmigrante, la identidad en disputa&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..38<br \/>\n3. La escuela \u00bfuna herramienta de correcci\u00f3n de las desigualdades de origen? &#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..50<br \/>\nII. EL DISCURSO DEL PROFESORADO&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;55<br \/>\n1. Coexistencia multicultural: \u00bfconvivencia intercultural?&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.55<br \/>\n2. El amor: un contrato con letra peque\u00f1a&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..62<br \/>\n3. La familia: un apoyo inconstante&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..67<br \/>\n4. El reto de la escuela:&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..70<br \/>\n6. CONCLUSIONES&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..74<br \/>\n7. BIBLIOGRAF\u00cdA&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..80<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Identidad de G\u00e9nero. Propuestas did\u00e1cticas de intervenci\u00f3n educativa La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural Descargar con un click en la Portada El alumnado de origen inmigrante\u00a0suele desarrollar estrategias de\u00a0adaptaci\u00f3n, mediaci\u00f3n y negociaci\u00f3n\u00a0para compatibilizar su\u00a0cultura de origen con aquella que se\u00a0encuentra presente en la comunidad\u00a0de acogida. En este proceso, el g\u00e9nero\u00a0desempe\u00f1a [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":35042,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"iawp_total_views":11,"footnotes":""},"categories":[19,9],"tags":[20],"class_list":["post-19956","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-biblioteca","category-de-esi-si-se-habla","tag-identidad-de-genero"],"nelio_content":{"autoShareEndMode":"never","automationSources":{"useCustomSentences":false,"customSentences":[]},"efiAlt":"","efiUrl":"","followers":[4,1],"highlights":[],"isAutoShareEnabled":true,"networkImageIds":[],"permalinkQueryArgs":[],"series":[],"suggestedReferences":[]},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural - Diario Digital Femenino<\/title>\n<meta name=\"description\" content=\"La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural. 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Propuestas did\u00e1cticas de intervenci\u00f3n educativa La construcci\u00f3n de la identidad de g\u00e9nero desde una perspectiva intercultural Descargar con un click en la Portada El alumnado de origen inmigrante\u00a0suele desarrollar estrategias de\u00a0adaptaci\u00f3n, mediaci\u00f3n y negociaci\u00f3n\u00a0para compatibilizar su\u00a0cultura de origen con aquella que se\u00a0encuentra presente en la comunidad\u00a0de acogida. En este proceso, el g\u00e9nero\u00a0desempe\u00f1a&hellip;","_links":{"self":[{"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/posts\/19956","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/comments?post=19956"}],"version-history":[{"count":0,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/posts\/19956\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/media\/35042"}],"wp:attachment":[{"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/media?parent=19956"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/categories?post=19956"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/diariofemenino.com.ar\/df\/wp-json\/wp\/v2\/tags?post=19956"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}