The Educational Policies of Equity in Honduras: an analysis from a gender perspective with a look at girls and adolescents present situation
DOI:
https://doi.org/10.5377/paradigma.v24i38.6777Keywords:
equity, gender equity, educational policies, exclusion, cycle of policy analysis, contextsAbstract
The following essay presents and analysis of the equity policies in education from a gender perspective. This analysis is based on a bibliographical review of studies related to the topic, among them the Honduran legal instruments: The National Policy of women, the Fundamental Law of Education and the National Curriculum of Education. The approach is based on the policy cycle of Stephen Ball as to compare the context of influence, the context of policy text production and the context of practice. There is evidence which indicates that gender equity stated in the Honduran legal documents is not applied in the classroom where sexism, discrimination, and exclusion prevail.
As a result, we should not be limited to the inclusion of guidelines, demands based on treaties, participation in conferences and international agreements so that equity policies in education can become a reality but, reflect on the present situation and have a critical perspective on the inequalities between the sexes in the educational scenarios where students and teachers meet.
To conclude, it can be said that 19% of Honduran population is illiterate and is also the dropout rate among school children, being girls, women and ethnic minorities that most affected. Honduras also has the second place in Latin America with the largest adolescent fertility rate reflecting the lack of sexual education in the educational system.
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