Deconstruyendo Identidades De Género: Análisis De Los Roles Narrativos De La Bruja en La Literatura Infantil

Abstract

Este estudio pretende, de una parte, analizar el rol de la figura literaria de la bruja en la narrativa infantil y, de otra, revelar su influencia específica en la construcción de las identidades de género y en la consolidación de los estereotipos femeninos hegemónicos. Con el fin de describir los patrones de representación verbo-visual transmitidos sobre los perfiles protagónicos de la figura narrativa de la bruja, y su contribución a la construcción/socialización diferencial de las identidades de género, se aplica un análisis de contenido cuantitativo-descriptivo de 60 unidades de registro textuales e iconográficas, procedentes de un corpus de cinco relatos literarios para Educación Infantil. De acuerdo con los resultados obtenidos, se verifica la contribución de esta figura históricoliteraria a la permanencia de algunas de las atribuciones sociales femeninas más tradicionales, y al fortalecimiento de la ausencia narrativa de identidades de género plurales basadas en la diversidad.

Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education

“…The study of the degree of presence/absence of female characters in children's and young adult literature, and in curricular materials, has a relatively extensive history in Spain (Ortega-Sánchez & Juez, 2021;San Martín & Ortega-Sánchez, 2022). However, those dedicated to the analysis and treatment of gender and affectivesexual diversity in this educational field are less frequent (Torres et al, 2021).…”

“…This type of literature can mediate gender equality education (Selfa, 2015), understood in its broadest sense. Literary education constitutes an appropriate sphere for questioning and discussing gender stereotypes and prejudices by promoting the concept of diversity and equality in its narratives (del Moreno et al, 2017), and the specific analysis of the literary permanence, both textual and iconographic, of hegemonic attributions in the definitions of the gender concept (Canett et al, 2021;Ortega-Sánchez & Juez, 2021). In this analysis, the deconstruction of literary texts for the rescue and visibility of plural identities has been driven by feminist literary criticism and queer theory from which broad, realistic, and diverse models of narrative identification are suggested (Hernández, 2020).…”

“…In this context, the promotion of gender and affective-sexual diversity constitutes one of the nuclear axes of education for social justice. In this context, literary education is presented as an ideal curricular framework for its understanding, the development of empathetic skills aimed at questioning gender stereotypes and prejudices (Ortega-Sánchez & Juez, 2021), and education in and for comprehensive equality. Literary education must assume the responsibility of educating to engage with the work, but also to contemplate other identity models in which the reader can recognize themselves.…”