The gender in education for Sustainable Development: Reflections from teaching practices
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Universidad Santo Tomás seccional Bucaramanga
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El presente artículo busca dar cuenta de la contribución de los análisis de género a la Educación para el Desarrollo Sustentable (EDS). Para tal fn se abordarán de manera refexiva los resultados de la investigación “Concepciones y prácticas pedagógicas de profesores universitarios: el caso de la Universidad Santo Tomás – Bucaramanga”, fnalizada en el año 2010 donde participé como auxiliar de investigación. Específcamente haré referencia al apartado “El género en las prácticas pedagógicas universitarias”, el cual constituye mi aporte al mencionado estudio.
This article seeks to review the contribution of gender analysis to Education for Sustainable Development. To reach this goal, we will have a thoughtful review of the results of the investigation “Pedagogical Conceptions and practices of university professors: the case of the Universidad Santo Tomás Bucaramanga”, finished in 2010 where I participated as a research assistant. I refer specifically to “Gender in university teaching practices,” which is my contribution to this study.
This article seeks to review the contribution of gender analysis to Education for Sustainable Development. To reach this goal, we will have a thoughtful review of the results of the investigation “Pedagogical Conceptions and practices of university professors: the case of the Universidad Santo Tomás Bucaramanga”, finished in 2010 where I participated as a research assistant. I refer specifically to “Gender in university teaching practices,” which is my contribution to this study.
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género, desarrollo sustentable, prácticas pedagógicas, genre studies, sustainable development, teaching practice
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