From theories to practices: advances and challenges in the incorporation of a gender perspective in the curricular and teaching development of undergraduate programs

Abstract

Different reflections have addressed androcentrism and cissexism in curricular proposals (Buquet, 2013; National University of Rosario, 2020), but there is a relative lack of research that accounts for the professional work carried out by the responsible areas within Higher Education Institutions (HEIs) to reverse this situation. That is why we consider it particularly relevant and a significant contribution to present a systematization and reflection on the work carriedout by the Directorate of Curricular and Teaching Development (DDCD) and the Gender Department (DG) of the Diego Portales University (UDP). In this work, we seek to describe, analyze, and characterize advances and challenges arising from the processes of incorporating a gender perspective (GP) into the curricular development of 21 undergraduate programs in the period 2019-2023. The findings from this period are valuable for those involved in these processes as they allow for anticipation of the effects and limitations of their own interventions, thereby enriching not only the diagnostic work and reflection for Curricular Innovation with GPs but also the specific support needed to carry out this challenging task.