THE CHALLENGE OF A NEW GENDER SOCIALIZATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article presents some considerations on the processes of gender socialization in childhood, the impact that could have from an approach with a gender perspective, and how the contemporary cultural context can influence the exercise of child pedagogy sensitive to these issues. In this way, a theoretical discussion takes place on account of works that, from different perspectives, examine the presence or approach to stereotypes, biases, and beliefs associated with the masculine and feminine in the educational system. Particularly under the premise that certain discriminations are given and reproduced in training spaces, privileging some visions in interactions oriented towards socialization and child learning. In this sense, it is assumed that intentional dynamics, such as unbiased educational activities, can contribute to the sociocultural transformation for a gender socialization that promotes new relational understandings and equitable development conditions for girls and boys. In this review, it is considered that the greatest challenges in early childhood education can be found in aspects such as the necessary evolution and comprehensive strengthening of the training processes of early childhood educators; the use of the new generations’ skills in the information, technology, and knowledge society to enable the socialization of new gender paradigms. And finally, the promotion of reflective and critical spaces that are prone to the deconstruction of the model sexist, especially of those vices and damages that bring phenomena such as the hidden curriculum and sexist education.