Absence of women and sexism in school content
Although the chronicles highlight names such as Teresa de Cartagena or Beatriz Galindo, students from the universities of Salamanca and Alcalá de Henares during the fifteenth and sixteenth centuries, the first female registration in the Spanish university took place in 1872, when Maria Elena MaserasRibera agreed to the Faculty of Medicine of the University of Barcelona in the 1872-1873 course. From that moment on, depending on the social circumstances of each era, women begin an intricate and bumpy path to gradually grow in the educational field, obviously, with an important setback with respect to men, encouraged by that unequal perceptionof the functions that each one was socially obliged to play.
In recent years, the number of women enrolled in grade studies exceeds that of men, but, as Victoria Camps (1998) states, "the laws have changed, but customs do not change," and today they continue to come outTo the street to claim their rights and fight against sexism that still abounds even in the most unsuspected places, as is the case of books of numerous students who study the stage of primary and secondary education.
They could be of little importance aspects such as the great invisibility of female authors in the ESO literature books, or the superiority of the male gender in regard to the representation of organs of the human body (among many others), but to theTime of truth, in that search for equal opportunities and coeducation, the backdrop falls, being able to observe in the long term some consequences of great importance, especially and mostly for the female collective.
Linguistic biases such as the use of masculine as generic, an androcentric vision of science or the oblivion of important female figures that have contributed valuable aspects to scientific progress, reinforce in women of the future stereotypes that are reflected in a distorted vision of reality of realitythat continues to place them in the place that they have always been, in the background.
However, it would not be fair to attribute the crime only to textbooks. There are several sources of discrimination in school, even in the teachers themselves, which, for example, adopt a paternalistic attitude in the scientific laboratory with their students and leave them full freedom as long as they have their work correctly done (and they trust blindlyin what they will have, because they believe that they are much better in science).
After all, in relation to the above, if we reflect on any aspect of the social field, we could build a network that would resemble a spider web in which everything is interconnected. In the central network we would find sexism and lack of equal opportunities for women in today.
The reinforcement that corresponds to us is the educational one (and mainly, of what this essay is about, the absence of female figures in the school curriculum), which ends up feeding others such as the gender gap and even, surprisingly, violencegender, not only understood as femicides. It is not so far -fetched to say this: in that sexist ideology, the female gender is in a social position of inferiority with respect to man. If these women, in spiteor threatened man.
I mean, teachers, textbooks, publishers or didactic materials are sexist because people are. In most cases it is not something conscious, that is, their actions are not carried out deliberately, and in many occasions they themselves deny these practices, which further perpetuates those social patterns, through one of themore benevolent discriminations and that go unnoticed by the human eye: subtle sexism.
It is therefore this essay to adopt a political and critical view against this normalization of the forgetfulness of the female contribution to the development of humanity, embodied in its little presence in most textbooks and the didactic material of thePrimary and secondary stages of Spanish schools (being able to move to other regions). The main objective is to transmit in a clear way that a little presence of women in school content implies a considerable lack of rigor in these, reflecting in an education that is far from qualifying as egalitarian and inclusive, ending up transmitting to future generationsA sexist look that will end up moving to other spaces of their life.
There is no story without women, and while the school perpetuates this will be offering its students a deficit education in academic terms (because it will offer a vision of non -rigorous history, exempt from women) and citizen, unable to transmit social patterns ofequality that can be reflected in the future in other areas of the public sphere.
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