Pedagogical communication in a gender perspective

Abstract

The contemporary western school, being one of the most important axes of social cohesion, plays a central role in the socialization between sexes, since it proposes tools for communication, as well as promoting interactions that involve language in its symbolic character. By gaining communicative competence, subjects acquire the capital to occupy a position in the field; however, it should be noted that not all species of capital are accepted. Some are legitimized by the type of individual who disputes them, others are simply rejected.

Thus, learning language at school means learning the rules of official discourse and adapting to it; although it takes time, such learning is the possibility of gaining adhesion to a social group or obtaining upward social mobility; "adapting" to the linguistic norm has an implicit meaning, and that is to instrumentalize oneself discursively to achieve communicative ends. Language ceases to be a mother tongue, that is, the language of affections, to become a standard language, an instrument language.

This chapter reflects on the phenomenon of school education, where non-sexist language and its associated behaviors are not yet seen as a prestigious capital that can be included in the curriculum, and it is thanks to the initiative of teachers, who are trained in the gender perspective, that these issues are addressed by incorporating more inclusive pedagogical communication strategies, where awareness in the use of language is one of the most relevant aspects in the process of building knowledge in the classroom.

DOI:https://doi.org/10.56238/sevened2024.002-040