Between Convergences and Tensions: The Gender Perspective in Teacher Education

Un estudio situado en Empedrado, Corrientes

Abstract

This article examines the configuration of the gender perspective in initial teacher education at a Teacher Training Institute located in Empedrado, Corrientes Province. Adopting a qualitative and situated approach, the study combines documentary analysis of provincial curriculum frameworks with an exploration of teachers’ conceptions and practices through open-ended survey instruments. The findings reveal a fragmented and non-systematic incorporation of the gender perspective in curricular documents, along with a weak articulation with pedagogical practices. Although the teaching staff acknowledges its relevance at a conceptual level, the analysis exposes significant limitations in its didactic appropriation, associated with the absence of training opportunities, regulatory gaps at the higher education level, and the persistence of cultural and institutional resistances. In this regard, the study highlights tensions between regulatory frameworks and educational practices, and argues that the integration of the gender perspective remains an unresolved challenge that requires sustained policy efforts and comprehensive teacher education strategies.