RESUMEN El texto presenta un conjunto de reflexiones en torno a la situación de la mujer en la ed... more RESUMEN El texto presenta un conjunto de reflexiones en torno a la situación de la mujer en la educación formal (básica y superior) y en la formación ocupacional y continua. Destaca la importancia de la transversalidad de género en educación y de la perspectiva de género en la coeducación; y analiza el currículum oculto en la educación y en la formación y orientación laboral de las mujeres. Argumenta que incluir la perspectiva de género en la educación y formación es una tarea necesaria e inevitable frente a la nueva y compleja realidad del trabajo, que requiere nuevas miradas, saberes y habilidades complejas, como las femeninas. Como propuesta de acción apunta un diseño formativo basado en competencias laborales desde la perspectiva de género. Palabras‐clave: Curriculum oculto. Transversalidad de género. Formación laboral. Competencias de género. Empleabilidad. RESUMO O texto apresenta um conjunto de reflexões em torno da situação da mulher na educação formal (básica e superior) e na formação profissional e contínua. Destaca a importância da transversalidade de gênero na educação e da perspectiva de gênero na coeducação; e analisa o currículo oculto na escolarização e na formação e orientação profissional das mulheres. Argumenta que incluir a perspectiva de gênero na educação e formação é uma tarefa necessária e inevitável diante da nova e complexa realidade do trabalho, que requer novos olhares, saberes e habilidades complexas, como as femininas. Como proposta de ação aponta um modelo formativo baseado em competências laborais informadas pela perspectiva de gênero. Palavras chave: Currículo oculto. Transversalidade de gênero. Formação laboral. Competências de gênero. Empregabilidade. ABSTRACT This paper presents reflections around the situation of women in formal education (primary, secondary and tertiary), and in professional and continual education. It highlights the importance of gender mainstreaming in education, and of the gender perspective in co‐ education; and analyses the hidden curriculum in schooling and professional preparation of women. It argues that to include a gender perspective in education and professional preparation is a necessary and inevitable task in front of the new and complex reality of work, which requires new perspectives, knowledge and complex skills, such as the feminine ones. As
In higher education, interdisciplinary gender studies centers deconstruct traditional androcentri... more In higher education, interdisciplinary gender studies centers deconstruct traditional androcentric positivist academic knowledge , making it possible to apply the gender perspective to all objects of knowledge. However, they suffer from insufficient recognition and weak institutionalization in Brazilian academia. This paper focuses on the trajectories of the gender studies centers affiliated to the North/Northeast Gender Studies Feminist Network (REDOR), and of their founders. The analysis is based on documentary data and biographical and autobiographical narratives. The histories of the centers and women intertwine personal and institutional dimensions: the involvement with feminist studies influenced their personal and professional lives; many of them suffered from prejudice and discrimination for researching gender; practically all of them continue their acti-vism within the universities in order to sustain their centers. The research was supported by CNPq and Capes grants.
La medida de la calidad educativa: acerca de los rankings universitarios 1 Resumen En el presente... more La medida de la calidad educativa: acerca de los rankings universitarios 1 Resumen En el presente texto se revisa desde una perspectiva crítica la construcción de sistemas transnacionales de evaluación de la calidad a través de los rankings internacionales. En la primera parte, reflexionamos sobre el concepto de calidad y presentamos diferentes tipos de rankings: los denominados League Tables (ARWU, THE, QS) y los centrados en resultados de investigación (SCImago Institutions Ranking). Una vez conocidas las características y posibles utilidades de los mismos, analizamos dialógicamente una serie de riesgos a tener en cuenta para acabar incidiendo de nuevo en el modelo de calidad que proponen y sus posibles efectos. Abstract The present text assumes a critical stance to examine the design of transnational systems of quality assessment through international ran-kings. First, different categories of ranking procedures are presented, namely, those known as League Tables (ARWU, THE, QS); and those centred on research outcomes (SCImago, Institutions Ranking). Next, after introducing their potential uses, we dialogically set these types of rankings against a series of risks worth considering. And last, we conclude by offering a reflection on the quality model reflected by each of them, and on their overall effects.
This paper develops an approach to the concepts of gender and quality of higher education
in ar... more This paper develops an approach to the concepts of gender and quality of higher education in articulation with the concepts of social pertinence and social justice. Pertinence is conceived in relation to quality, which is understood as a social and public value as well as social commitment to the society and communities served by higher education institutions. The challenge presented considers that social justice, linked to the fundamental notions of equality of opportunities and human rights, can determine the social pertinence of higher education and hence its quality. The approach developed is synthetized in three theses: the processes of knowledge production cannot be disconnected from the gender cosmovision; without the inclusion of the gender perspective, the professional preparation within the disciplines is in risk of bias toward one of the poles of the masculine-feminine dichotomy; and the introduction of gender in higher education creates a model of socially committed and inclusive society.
This article shows part of the results of a research project: The Impact of Social Change in High... more This article shows part of the results of a research project: The Impact of Social Change in Higher Education Staff Professional Life and Work (Spanish Ministry of Science and Innovation, SEJ2006-01876). The main aim of this project was to explore and understand how scholars establish a dialogue, resist, adapt themselves or adopt changes, in the process of constructing their professional identities. As the members of the research team were scholars ourselves, teaching and carrying out research in Spanish universities, we started this research by writing our own autoethnographies. As a result, we developed nine autoethnographies which give a complex and in-depth account of senior and junior scholars' journeys into their process of constructing their professional identity and working lives in a rapidly changing world. This article starts by giving a context to the research project and arguing the need for conducting autoethnographies. It goes on to discuss the process itself of writing autoethnographies in the context of a given research project. We then refer to the topics which have a bearing on how we have learnt to become scholars: our experience as university students, the beginning of the academic career, relationships with others, and the consequences of the mark of gender. We conclude with the lessons learnt around the dilemmas on writing autoethnographies.
RESUMEN El texto presenta un conjunto de reflexiones en torno a la situación de la mujer en la ed... more RESUMEN El texto presenta un conjunto de reflexiones en torno a la situación de la mujer en la educación formal (básica y superior) y en la formación ocupacional y continua. Destaca la importancia de la transversalidad de género en educación y de la perspectiva de género en la coeducación; y analiza el currículum oculto en la educación y en la formación y orientación laboral de las mujeres. Argumenta que incluir la perspectiva de género en la educación y formación es una tarea necesaria e inevitable frente a la nueva y compleja realidad del trabajo, que requiere nuevas miradas, saberes y habilidades complejas, como las femeninas. Como propuesta de acción apunta un diseño formativo basado en competencias laborales desde la perspectiva de género. Palabras‐clave: Curriculum oculto. Transversalidad de género. Formación laboral. Competencias de género. Empleabilidad. RESUMO O texto apresenta um conjunto de reflexões em torno da situação da mulher na educação formal (básica e superior) e na formação profissional e contínua. Destaca a importância da transversalidade de gênero na educação e da perspectiva de gênero na coeducação; e analisa o currículo oculto na escolarização e na formação e orientação profissional das mulheres. Argumenta que incluir a perspectiva de gênero na educação e formação é uma tarefa necessária e inevitável diante da nova e complexa realidade do trabalho, que requer novos olhares, saberes e habilidades complexas, como as femininas. Como proposta de ação aponta um modelo formativo baseado em competências laborais informadas pela perspectiva de gênero. Palavras chave: Currículo oculto. Transversalidade de gênero. Formação laboral. Competências de gênero. Empregabilidade. ABSTRACT This paper presents reflections around the situation of women in formal education (primary, secondary and tertiary), and in professional and continual education. It highlights the importance of gender mainstreaming in education, and of the gender perspective in co‐ education; and analyses the hidden curriculum in schooling and professional preparation of women. It argues that to include a gender perspective in education and professional preparation is a necessary and inevitable task in front of the new and complex reality of work, which requires new perspectives, knowledge and complex skills, such as the feminine ones. As
In higher education, interdisciplinary gender studies centers deconstruct traditional androcentri... more In higher education, interdisciplinary gender studies centers deconstruct traditional androcentric positivist academic knowledge , making it possible to apply the gender perspective to all objects of knowledge. However, they suffer from insufficient recognition and weak institutionalization in Brazilian academia. This paper focuses on the trajectories of the gender studies centers affiliated to the North/Northeast Gender Studies Feminist Network (REDOR), and of their founders. The analysis is based on documentary data and biographical and autobiographical narratives. The histories of the centers and women intertwine personal and institutional dimensions: the involvement with feminist studies influenced their personal and professional lives; many of them suffered from prejudice and discrimination for researching gender; practically all of them continue their acti-vism within the universities in order to sustain their centers. The research was supported by CNPq and Capes grants.
La medida de la calidad educativa: acerca de los rankings universitarios 1 Resumen En el presente... more La medida de la calidad educativa: acerca de los rankings universitarios 1 Resumen En el presente texto se revisa desde una perspectiva crítica la construcción de sistemas transnacionales de evaluación de la calidad a través de los rankings internacionales. En la primera parte, reflexionamos sobre el concepto de calidad y presentamos diferentes tipos de rankings: los denominados League Tables (ARWU, THE, QS) y los centrados en resultados de investigación (SCImago Institutions Ranking). Una vez conocidas las características y posibles utilidades de los mismos, analizamos dialógicamente una serie de riesgos a tener en cuenta para acabar incidiendo de nuevo en el modelo de calidad que proponen y sus posibles efectos. Abstract The present text assumes a critical stance to examine the design of transnational systems of quality assessment through international ran-kings. First, different categories of ranking procedures are presented, namely, those known as League Tables (ARWU, THE, QS); and those centred on research outcomes (SCImago, Institutions Ranking). Next, after introducing their potential uses, we dialogically set these types of rankings against a series of risks worth considering. And last, we conclude by offering a reflection on the quality model reflected by each of them, and on their overall effects.
This paper develops an approach to the concepts of gender and quality of higher education
in ar... more This paper develops an approach to the concepts of gender and quality of higher education in articulation with the concepts of social pertinence and social justice. Pertinence is conceived in relation to quality, which is understood as a social and public value as well as social commitment to the society and communities served by higher education institutions. The challenge presented considers that social justice, linked to the fundamental notions of equality of opportunities and human rights, can determine the social pertinence of higher education and hence its quality. The approach developed is synthetized in three theses: the processes of knowledge production cannot be disconnected from the gender cosmovision; without the inclusion of the gender perspective, the professional preparation within the disciplines is in risk of bias toward one of the poles of the masculine-feminine dichotomy; and the introduction of gender in higher education creates a model of socially committed and inclusive society.
This article shows part of the results of a research project: The Impact of Social Change in High... more This article shows part of the results of a research project: The Impact of Social Change in Higher Education Staff Professional Life and Work (Spanish Ministry of Science and Innovation, SEJ2006-01876). The main aim of this project was to explore and understand how scholars establish a dialogue, resist, adapt themselves or adopt changes, in the process of constructing their professional identities. As the members of the research team were scholars ourselves, teaching and carrying out research in Spanish universities, we started this research by writing our own autoethnographies. As a result, we developed nine autoethnographies which give a complex and in-depth account of senior and junior scholars' journeys into their process of constructing their professional identity and working lives in a rapidly changing world. This article starts by giving a context to the research project and arguing the need for conducting autoethnographies. It goes on to discuss the process itself of writing autoethnographies in the context of a given research project. We then refer to the topics which have a bearing on how we have learnt to become scholars: our experience as university students, the beginning of the academic career, relationships with others, and the consequences of the mark of gender. We conclude with the lessons learnt around the dilemmas on writing autoethnographies.
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Papers by A. Montané
Articles by A. Montané
in articulation with the concepts of social pertinence and social justice. Pertinence is
conceived in relation to quality, which is understood as a social and public value as well as
social commitment to the society and communities served by higher education institutions.
The challenge presented considers that social justice, linked to the fundamental notions of
equality of opportunities and human rights, can determine the social pertinence of higher
education and hence its quality. The approach developed is synthetized in three theses: the
processes of knowledge production cannot be disconnected from the gender cosmovision;
without the inclusion of the gender perspective, the professional preparation within the
disciplines is in risk of bias toward one of the poles of the masculine-feminine dichotomy;
and the introduction of gender in higher education creates a model of socially committed
and inclusive society.
in articulation with the concepts of social pertinence and social justice. Pertinence is
conceived in relation to quality, which is understood as a social and public value as well as
social commitment to the society and communities served by higher education institutions.
The challenge presented considers that social justice, linked to the fundamental notions of
equality of opportunities and human rights, can determine the social pertinence of higher
education and hence its quality. The approach developed is synthetized in three theses: the
processes of knowledge production cannot be disconnected from the gender cosmovision;
without the inclusion of the gender perspective, the professional preparation within the
disciplines is in risk of bias toward one of the poles of the masculine-feminine dichotomy;
and the introduction of gender in higher education creates a model of socially committed
and inclusive society.