Las mujeres en la Edad Media: análisis comparativo de su representación en los libros de texto y de conocimiento. (Spanish)

Women in the Middle Ages: comparative analysis of their representation in textbooks and knowledge books. (English)

This article analyzes the representation of women in textbooks and knowledge books about the Middle Ages. The existence of exclusive and stereotypical perspectives is highlighted, as well as the underrepresentation of women in texts and images. It is proposed to include historiographical advances on medieval women in educational materials for a more inclusive teaching. It is concluded that the analyzed books present a biased and distorted perspective of the history of women in the Middle Ages. [Extracted from the article]

La presente investigación analiza libros de texto (LT) y libros de conocimiento (LC) en sus parámetros textuales e iconográficos para determinar, desde una perspectiva comparativa, qué tratamiento brindan a la historia de las mujeres en la enseñanza de la Edad Media. La muestra está conformada por cuatro LT y cuatro LC (n=8) destinados a la enseñanza de la Edad Media. Siguiendo el paradigma sociocrítico y los principios metodológicos de la Pedagogía Comparada se analizan los dos formatos curriculares para descubrir semejanzas y diferencias que puedan orientar mejoras en la práctica educativa. Para ello, se emplea un procedimiento organizado en fases para su replicabilidad. Los resultados señalan la existencia de perspectivas excluyentes y androcéntricas a través de la infrarrepresentación de las mujeres, así como la presencia de concepciones estereotipadas y erróneas, tanto en los textos como en las imágenes. A partir de esos datos, se diseña una propuesta de mejora basada en los principales avances historiográficos sobre las mujeres medievales, que podrían incluirse como contenidos en los LT y LC, en aras a la inclusión efectiva de las mujeres medievales en la enseñanza de la Historia. [ABSTRACT FROM AUTHOR]

This research analyzes textbooks (TB) and knowledge books (KB) in their textual and iconographic parameters in order to determine, from a comparative perspective, what treatment they provide to women's history when teaching the Middle Ages. The sample consists of four TB and four KB (n=8) dedicated to teach the Middle Ages. Following the sociocritical paradigm and the methodological principles of Comparative Pedagogy, both curricular formats are analyzed to discover similarities and differences that can guide improvements within the educational practice. For this purpose, a procedure organized in phases is used in order to ensure its replicability. The results obtained point out the existence of excluding and androcentric perspectives by means of the underrepresentation of women, as well as the presence of stereotyped and erroneous conceptions, both in the texts and in the images. These data are used to design a proposal based on the main historiographical advances on medieval women, that could be included as contents in the TB and KB, to effectively include medieval women in history teaching. [ABSTRACT FROM AUTHOR]

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