The (in)visibilization of gender diversity in the curricular development of teachers’ initial training in Tucumán

Abstract

This article presents contributions from an investigation that questions the concepts of gender diversity in the initial training of teachers (and in related curricular documents) in Tucumán, as well as tensions and ambiguities produced by these concepts in the formal, hidden and lived curricula. Concepts from Critical Theories of the Curriculum are articulated with a gender perspective to build an adequate analytical framework. The article seeks to answer the following questions. What are the notions (and contradictions) around gender diversity in the different plans and stages of the curricular development of the teachers’ training? What meanings are mobilised by the obligation of addressing gender and diversity issues following the Law on Integral Sexual Education? How can gender diversity be made visible/invisible in the teachers’ training? The purpose here is to examine conditions of possibility for the implementation of an Integral Sexual Education from a gender diversity perspective and human rights approach at all levels of the system. Based on a qualitative methodological approach, the evidence is collected through observation of official documents, indepth interviews and focus groups. The evidence is then organized into categories and dimensions that are brought into dialogue with the theoretical framework in order to approximate interpretations and formulate new questions.