Towards a de-stereotyping pedagogical stance: the contribution of critical and reflective teacher training

Abstract

The contribution examines, from a critical pedagogical perspective, the processes through which gender inequalities are transmitted and reproduced, highlighting the transformative potential of school education in deconstructing the historically institutionalized gender order. Assuming that gendered power asymmetries are internalized from birth and subsequently reinforced through both formal and informal educational practices, the analysis underscores the strategic importance of fostering critical and reflective teacher education. Such education should equip teachers with the analytical tools necessary to interpret gender dynamics and to act intentionally within educational settings, in order to value the plurality of subjectivities and to construct new gender narratives. This training promotes the development of a de-stereotyping pedagogical and didactic posture, which is essential for ensuring equal opportunities, preventing discrimination, and cultivating a culture that respects identity pluralism. It further calls for the involvement of families, local communities, and social networks, with the broader objective of advancing cultural transformation.