XIX. ANÁLISIS CRÍTICO DE PROGRAMAS EDUCACIONALES EN CHILE DE 2015 A 2020: UNA PERSPECTIVA DE GÉNERO PARA UNA EDUCACIÓN NO SEXISTA

Abstract

Gender inequality is expressed in all areas of society and one that crosses it in a transversal
way is education. Although some figures indicate that Chile has managed to overcome
inequality between men and women in access to education, however, despite greater access,
cultural patterns that perpetuate stereotypes and traditional gender representations continue
to be replicated, which accentuates inequality and inequity between these. The objective of
this research was to critically analyze the government plans around education in Chile from
2015 to 2020 with a gender perspective. This research is qualitative with an exploratory
scope, it was carried out through the Critical Analysis of the Discourse of government
documents: “Education for gender equality Plan 2015-2018” and Work Plan “Education with
gender equity” (2019 -2020) Results: 4 components were analyzed; conceptual definition of
gender, diagnosis of inequality, elements to be incorporated for education with a gender
perspective, challenges and long-term proposals, in the first point only the 2015-2018
program mentions the term and defines it, in the second point, there is consensus Between
the two plans, in the third point there are generalities between the two, in the fourth point
both plans propose to advance towards gender equality for men and women in terms of
development opportunities and possibilities, through actions to be installed within the
institutional framework valid. Conclusions: To date, governments have directed their efforts
to reduce the inequality gap in terms of access, permanence, and academic results, showing
that these results have reduced the distance between men and women. However, through the programs analyzed, it is possible to understand that, although the inequalities, discriminations
and biases that are established in the relationship between genders are addressed and
diagnosed, they remain in mere quantitative aspects, rather than qualitative, such as cultural
and role changes.