<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222023000100138</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.19.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[GÉNERO EN LA PRIMERA INFANCIA: PRÁCTICAS Y DISCURSOS DE GÉNERO DE EDUCADORAS DE PÁRVULOS EN EL MARCO DEL ENFOQUE DE DERECHO]]></article-title>
<article-title xml:lang="en"><![CDATA[GENDER IN INITIAL EDUCATION: NURSERY EDUCATORS' PEDAGOGICAL PRACTICES AND THE FRAMEWORK APPROACH TO GENDER]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueroa-Vargas]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación Dirección de docencia ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<numero>19</numero>
<fpage>138</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222023000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222023000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222023000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El enfoque de género se considera como un elemento estructural y vital para comprender las construcciones y categorías sociales propias de hombres y mujeres como marco para avanzar en sociedades con mayor igualdad e inclusión. El estudio realizado en cuatro centros educativos de segundo tramo de Educación Parvularia (3-4 años) con educadores en ejercicio, tiene como objetivo analizar las prácticas pedagógicas y discursivas presentes en las aulas infantiles, desde una perspectiva de género en Chile. Metodológicamente, el estudio de corte cualitativo y diseño exploratorio fue realizado a través de observaciones no participantes y entrevistas en profundidad; se estableció como método al análisis de contenido y una codificación temática, para lo cual fue utilizado en una primera fase el Software Nvivo 12 y posteriormente, una triangulación de métodos. Los resultados del estudio revelan que existen dispositivos de género sobre la imaginería, las reglas de interacción, la distinción y las formas de jerarquización de género al interior del aula infantil; influencias en los niños que los educadores desconocen en los espacios de socialización secundaria en los que interactúan con las infancias; configurando identidades y órdenes sociales al interior del aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The focus on gender has been considered a vital and structural element in comprehending the social constructions and categories of men and women as a starting point to advance in society with better equality and inclusion. The study was done during the second half of the Preschool Education school (3rd-4rd years) in 4 different educational centers with educators and aimed to analyze the pedagogic and discursive practices present in the infantile classroom from a gender perspective in Chile. Methodology, the qualitative, and the Exploratory design of the study was executed by not participating in observations and in-depth interviews, establishing the method as the content analysis and thematic codification, for which the Software Nvivo 12 was used in the first phase, and triangulation of methods later. The study results revealed that there are different devices of gender in the imaginary, the interaction rules, the distinctions, and the forms of gender hierarchy inside the infantile classroom. The teachers are unaware of the influences on the kids in secondary social spaces, where they interact with the childhood creating identities and social orders within the classroom.]]></p></abstract>
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<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="es"><![CDATA[estereotipo]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[stereotypes]]></kwd>
<kwd lng="en"><![CDATA[initial education]]></kwd>
<kwd lng="en"><![CDATA[chilhood]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
</kwd-group>
</article-meta>
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