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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Legal education with a gender perspective: Reflections on strategies and didactics from the reading of the state of the art and classroom experiences
Authors
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Ana Patricia Pabón Mantilla
Universidad Autónoma de Bucaramanga
https://orcid.org/0000-0002-2550-135X
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Paul Cáceres
Universidad Industrial de Santander
https://orcid.org/0000-0002-4561-751X
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Erika Zulay Moreno Bueno
Universidad Autónoma de Bucaramanga
https://orcid.org/0000-0001-6373-6072
Abstract
The incorporation of the gender approach in legal education has been valued as a necessity for the advancement towards the guarantee of the rights of women, girls and people with non-hegemonic sexual orientation and gender identities. This text exposes the research results that questions the obstacles and progress of incorporating the gender approach in the teaching of law from the assessment of the background status
and perception of some participants in the training process, from a qualitative approach. The discussion is based on the hypothesis that the legal theory, which guides training in
Law, has not assumed the feminist criticism of law, which determines the insufficiency of having specific courses that incorporate topics and problems linked to the relationship
between gender and law; it is necessary to advance in the transversal inclusion of the approach in all areas of disciplinary training and in dialogue with other disciplines. As a result, some elements are proposed that can be incorporated in different training areas in a context in which university classrooms are still non-equal spaces.
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