A critical view of the curricula from the gender and intersectionality perspective : the case of the Universidad Central de Ecuador (Central University of Ecuador)

Abstract

The Universidad Central (Central University) has undergone an epistemological academic dispute process, fundamentally related to discursive opposing standpoints in relation with advancements in the gender equality environment: on one hand it expresses a liberal concepts permeated approach which considers that currently, there exists opportunities equality for women and men, thus to gain access to the various advancements offered by the university involves personal merits. On the other hand, from a feminist approach, it is considered that, even though evident gender relations changes have occurred, there are still evident inequality gaps manifested in substantive functions, such as in: academic affairs, investigation and embodiment as well as in management and university culture. In this sense, the study was intended to analyze the curricula from the gender theory critique and intersectional approach in the majors of the Philosophy Faculty, Arts and Sciences of Education at UC. This process was carried out stemming from the revision of redesigned curriculum projects for which purpose a double-entry diagnostic matrix was designed; in the first one the indicators were defending, for the second one an evaluation matrix with scale of Likert was designed.

Additionally, applied methodology was qualitative, as well as the content analysis technique for all curricula were exhaustively read, and 26 axes which constitute the study basis were also evaluated.

Results show that there is progress in regards with the inclusion of gender category from an intersectional approach, even though the more noticeable and strong axe in redesigning is the intercultural approach and knowledge exchange which shows a trend oriented to strengthen the uprooting of sexist, racial and patriarchal academic production.