Maestras y Feminismo en la Escuela: Construyendo Igualdad desde la Experiencia Docente

Abstract

The incorporation of a gender perspective in education is key to ensuring equality, especially in the Spanish context, where teaching has historically been a feminised environment. This study explores the experiences and discourses of active female teachers on feminism, equality and their influence on educational practice. A qualitative biographical-narrative approach was used, based on the testimonies of 20 teachers, analysed along four axes: teaching experiences and perspectives, social and family obstacles, training and sociocultural context, and pedagogical practices and resources. The results show that female teachers have a feminist consciousness, although they consider training in gender perspective to be insufficient and encounter resistance to the use of inclusive language. They also identify social and family obstacles, regressive attitudes, discriminatory practices and the devaluation of female teachers. In conclusion, the study highlights the need to strengthen initial gender training in universities and to promote a social and political commitment to comprehensive feminist pedagogy.