Women's education's history from a gendered perspective: a balance after 30 years of Ibero-American Congresses on the History of Latin American Education

Caldo P.; Sotomayor E. · Historia y Memoria de la Educacion (2024)

Resumen

This article offers a historiographic balance about the treatment of his- tory of feminine education after 30 years of Ibero-American Congresses on the History of Latin American Education (CIHELA). The exercise starts at the hypothesis which affirms this research line's marginal presence within the History of Education's production in general, and particularly within researches presented in CIHELA. In order to demonstrate it, an exercise of reading the CIHELA congresses' minutes will be carried out, as well as key works within the field of history of women and of feminine education. On the basis of those documentary resources, we will start off by revising some contributions by the development of women's history in Latin America. Then we will study the production by female historians who pioneered in intersecting women's and of education's history. Next we will present the tension between schooling and literacy as a key to think feminine education. Finally we will mark the impact of feminine education's history in the CI- HELA congresses, focusing on gender perspective's contributions and derivations on this research line.