Socialización de género en la tercera infancia: la representación del género en el discurso de la narrativa infantil española del siglo XXI

Abstract

Durante la niñez estamos expuestos a un discurso socialmente elaborado que influye en nuestra visión del género. La literatura infantil destinados a la primera infancia es un instrumento de socialización que contribuye a la propagación de mentalidades ideológicas que terminan constituyendo el constructo social de los niños.The following study is built on the theory that during childhood we are exposed to /nsocially elaborated discourse that influences our knowledge framework and ideas over /ngender identities. Children's literature intended for the /nearly/nchildhood is a socializi/nng /ninstrument in which the description of daily activities where family members are /nrepresented contributes to the spread of ideological mind/n-/nsets that end up constituting /nthe social construct of children. /nIn recent decades society has experienced certain/nchanges that have helped towards the /nfight for gender equality. Past and current children's narrative reflects these changes. /nDespite the transformation/nmany stereotypical conceptions about gender still persist. /nWithin children's narrative stereotypical p/nortrayals of adults according to their /ngender /nare often intentionally /n—/nor not/n—/nand subtlety /n—/nor not/n—/nreflected. These portrayals /npromote a kind of socialization that perpetuates traditional gender roles and concepts /nestablished under the dichotomy of femin/nine versus masculine. Often it is hard to /nidentify these elements due to them often forming part of the adult’s social construct. /nThis study aims to analyze Spanish children's narrative from the 21st century through /ncritical discourse analysis to see the /ndiscursive trends currently present in /na corpus of /nten /nSpanish /nchildren’s books/n. It also aims to see whether /nthe current narrative/nserve/ns/nto /nperpetuate a dichotomous conception of gender that transmits erroneous and /ndiscriminatory messages concerning gende/nr to new generations or, contrarily, if these /nstereotypes are broken or simply inexistent. The/nresults show that although non/n-/nstereotyping elements are present, elements of stereotyping were predominant within /ncharacter representations, in the actions they/ncarried out and the relationships /nestablished between characters.