{"id":83378,"date":"2018-03-10T00:07:31","date_gmt":"2018-03-10T00:07:31","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/el-concepto-sexo-genero-en-los-programas-y-en-el-desarrollo-formativo-del-futuro-profesorado\/"},"modified":"2018-03-10T00:07:31","modified_gmt":"2018-03-10T00:07:31","slug":"el-concepto-sexo-genero-en-los-programas-y-en-el-desarrollo-formativo-del-futuro-profesorado","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/cordoba\/el-concepto-sexo-genero-en-los-programas-y-en-el-desarrollo-formativo-del-futuro-profesorado\/","title":{"rendered":"El concepto sexo\/g\u00e9nero en los programas y en el desarrollo formativo del futuro profesorado"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Marina Fuentes Guerra Soldevilla <\/strong><\/h2>\n<p>El trabajo se centra en la formaci\u00f3n de los y las futuras docentes desde la perspectiva de los estudios de g\u00e9nero. Realiza un acercamiento a la realidad formativa de la facultad de ciencias de la educaci\u00f3n de la universidad de c\u00f3rdoba.  valora las necesidades formativas expresadas por el profesorado y el alumnado as\u00ed como las resistencias que habitualmente expresan los y las docentes respecto a la inclusi\u00f3n de la tem\u00e1tica de g\u00e9nero en los programas de las disciplinas impartidas y en la interacci\u00f3n habitual en las aulas.  las resistencias se centran fundamentalmente en aspectos de forma, en enfoques y an\u00e1lisis de la realidad social, en aspectos personales y en resistencia de tipo acad\u00e9mico.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>El concepto sexo\/g\u00e9nero en los programas y en el desarrollo formativo del futuro profesorado<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 El concepto sexo\/g\u00e9nero en los programas y en el desarrollo formativo del futuro profesorado <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Marina Fuentes Guerra Soldevilla <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 C\u00f3rdoba<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 16\/02\/2000<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Angel P\u00e9rez G\u00f3mez<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Mar\u00eda  Luisa Calero vaquera <\/li>\n<li>consuelo Flecha Garc\u00eda (vocal)<\/li>\n<li>carmen Garc\u00eda colmenares (vocal)<\/li>\n<li>Mar\u00eda  josefa Porro herrera (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Marina Fuentes Guerra Soldevilla El trabajo se centra en la formaci\u00f3n de los y las futuras docentes [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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