Orientaciones para incorporar la PDG en la enseñanza de la Física: una propuesta desde la FID

Abstract

This study presents a set of pedagogical guidelines designed to integrate the gender perspective into science teaching. These guidelines were developed from research conducted on initial teacher training in Chile, forming part of a master’s thesis. Operating from a critical epistemology, the study analyzed the science-gender ideologies and practices recognized in the teacher trainers. The results indicate an orientation toward equity and plurality, yet this is coupled with a limited repertoire of concrete actions that effectively question the androcentric model prevalent in science.In response, the proposed guidelines are structured across two key dimensions: the visibility of women in science and the questioning of power relations within the classroom. These guidelines are materialized through specific activities, such as developing timelines, conducting bias analysis in textbooks, and facilitating critical debates. These orientations are directly linked to public policies that promote inclusive education and are intended to serve as a practical tool for

transforming both teaching conceptions and practices, thereby fostering a science education that is more scientifically rigorous, plural, fair, and stereotype-free.