Female authors in texts proposed in Primary Education textbooks. From LOMCE to LOMLOE
Abstract
The way in which women and men are represented in school materials transmits explicit and implicit messages to students about gender roles, for this reason, making female authorship of literary works visible, offering varied female models and a heterogeneous vision of the world can prevent gender inequality. The entry into force of the LOMLOE (new Educational Law) meant a change in the textbooks of all educational stages. This study aims to verify whether the new published editions meet the equality requirements established in this Law in terms of the number of authors present in the readings. A longitudinal descriptive analysis was carried out on 18 school textbooks of Spanish Language and Literature, from the 5th year of Primary Education, published between 2015 and 2022, by six publishers. The authorship of 986 readings was verified, the results indicate few changes and even a worsening of the representation of women in school textbooks.
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