SDG 5 in Engineering Programs: Theoretical Complexity and Experiences of Didactic Transposition (#741)

Authors

Tilli, Patricia

Gonzalez, María Julia

Napoli, Fernando Pablo

Abstract

This paper is part of a broader research work developed by teachers of the subject Engineering and Society conducted during the years 2022 and 2023 with the aim of promoting spaces for reflection through classroom activities related to gender perspective training in the field of Engineering in alignment with the 2030 Agenda. From the human and social sciences approach, specific theoretical frameworks are integrated with the prior knowledge that students bring to the teaching-learning process, facilitating the development of critical views on the reality of SDG 5 in the progress of the 2030 Agenda. The structure of the document first outlines the most relevant methodological aspects and describes some moments of the classroom space setting as instances of the process of research, reflection, conceptual reformulation, and personal deconstruction. Finally, the results of this project allow us to infer that there are gender issues that, as international organizations point out, remain unresolved and require attention in the context of university education.