Social representations of gender as an educational function and integral development from the complex-existential analysis of everyday life

Abstract

The subject remains in a constant exchange and interaction between
his experience, the confirmation he perceives from the other and the
positions he assumes in the situation, taking into account the above,
the subject will relate in this way to the world, creating roles and
relational positions. Objective. To understand the social
representations of early childhood educators about gender in their
educational function and integral development. Materials and
methods. The work is based on a qualitative methodology of social
representations and a complex-existential analytical approach.
Results. It is found that educators perceive conflicts around gender
and how it is perceived, in addition to the fact that there should be an
interaction for the integral development of students, as well as an
openness towards knowledge for gender equality and equity.
Conclusions. The relationships between teachers and the other roles
present in the intersubjective field of education favor the educational
function, integral development, as well as the dialogue of knowledge.