La formación de maestros y maestras elementales en España a finales del siglo XIX. El caso de la Geometría.
Meavilla Seguí, Vicente ; Oller Marcen, Antonio Miguel
Resumen: Durante el siglo XIX en España, la discriminación por género en la educación de niños y niñas fue una práctica que se extendió a la formación de los futuros maestros y maestras de primera enseñanza. En este artículo analizamos dichas diferencias a partir del estudio de la legislación de la época. Posteriormente nos centramos en el caso de la Geometría. En concreto, analizamos dos manuales de preparación de opositores y concluimos que las diferencias entre la formación de maestros y maestras no se daban a nivel matemático, sino en cuanto a las aplicaciones y la formación didáctica. No obstante, dichos manuales contribuían a perpetuar el papel pasivo y secundario de la mujer a través de comentarios de carácter filosófico.
During XIX century in Spain, gender discrimination of boys and girls was a practice that extended to the training of prospective teachers of elementary education. In this paper, we analyze these differences studying the legislation at that time. Then we focus on the case of Geometry. In particular, we analyze two textbooks addressed to prospective teachers and we conclude that there were no differences at a mathematical level, but regarding applications and pedagogical training. Nevertheless, those textbooks contributed to perpetuate the passive and secondary role of women by means of philosophical commentaries.
Idioma: Español
DOI: 10.18172/con.2837
Año: 2016
Publicado en: Contextos educativos 19, 1 extra (2016), 79-96
ISSN: 1575-023X
Tipo y forma: Article (Published version)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you may not distribute the modified material.
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During XIX century in Spain, gender discrimination of boys and girls was a practice that extended to the training of prospective teachers of elementary education. In this paper, we analyze these differences studying the legislation at that time. Then we focus on the case of Geometry. In particular, we analyze two textbooks addressed to prospective teachers and we conclude that there were no differences at a mathematical level, but regarding applications and pedagogical training. Nevertheless, those textbooks contributed to perpetuate the passive and secondary role of women by means of philosophical commentaries.
Idioma: Español
DOI: 10.18172/con.2837
Año: 2016
Publicado en: Contextos educativos 19, 1 extra (2016), 79-96
ISSN: 1575-023X
Tipo y forma: Article (Published version)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you may not distribute the modified material. Exportado de SIDERAL (2016-04-19-14:36:45)
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Record created 2016-04-19, last modified 2017-03-27