Favoring cultural integration from an education that exceeds sexism south-south dialogue: Cuba, Argentina, and Peru in the post-pandemic context

Gutiérrez M.C.; Martín R.L.; Cruz N.E.; Gutiérrez M.P.; Domínguez O.A. · Economy, Gender and Academy: A Pending Conversation (2023) · DOI: 10.1108/978-1-80455-998-720231009

Resumen

The proposal takes as a reference of the post-pandemic context corresponding to Cuba, likewise, it includes experiences from Peru and Argentina, mainly in the field of education. In the epistemic order, enclaves of the theory of cul¬ture in its humanist aspect corresponding to cultural identity were adopted. Methodologically, we adhere to the critical interpretative paradigm, inte¬grating results of the authors' social practice and critical review of sources, mainly contributions from critical theory. The exposed analyses contribute to base theoretical-methodological criteria aimed at reducing gender and racial gaps, and other inequalities determined by conditions that historically become inequities in access to development. Political theoretical criteria are proposed for the implementation of inclusive public policies in the area of education and productive activity, overcoming gender, and racial gaps in the post-pandemic context. As a result, it contributes to promoting the over¬coming of the effects of racism and sexism in the pandemic context as well as enabling the development of cultural identity from actions aimed at the cultural integration of identity expressions neglected due to racial and gen¬der conditions. As a result, it contributes to promote the overcoming of the effects of racism and sexism in the pandemic context; as well as to enable the development of cultural identity from actions aimed at the cultural integration of identity expressions neglected due to racial and gender conditions.