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In recent years, the teaching of school geography lived a renewal both in terms of curricular requirements and in the knowledge and practices that go round educational institutions. However, beyond these changes, from academic research in teaching we are obtaining evidence about the difficulties or limits on its scope, regarding the adoption of new disciplinary perspectives, like gendered geography. Analyzing the features of a gender perspective in the teaching of school geography involves considering the fact that Argentina will expand and reformulate the regulatory framework of the educational system and move forward on legislation that relates to children and adolescents who are now considered subjects of law by establishing compulsory secondary level (Law 26.206) and the sanction of the Law of Integral Sexual Education (Law 26.150).
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Detalles del artículo
FERNÁNDEZ CASO, M. V., & GUBERMAN, D. (2016). CONTRIBUTIONS OF GENDER FOR INCLUSIVE EDUCATION IN SCHOOL GEOGRAPHY. Didáctica Geográfica, (16), 255 - 256. Recuperado a partir de https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/309