From Body to Gender: Reflections on the Body, Gender Stereotypes and Teaching Practice

This chapter proposes a deep reflection on the importance of the body in the construction of gender within the school context. Through an experience in the municipality of Guachené (Cauca), it is discussed how gender stereotypes impact the empowerment of girls and young people in their sexual and reproductive rights. It is proposed that the body should be considered the first territory of identity and self-knowledge, crossed by cultural and symbolic meanings. From this perspective, the author promotes the inclusion of the body as a transversal axis in Institutional Educational Projects (PEI) to dismantle gender stereotypes and promote more equitable education. The use of corpography stands out as a methodological tool for teachers to reflect from their experiences about bodies at school. The approach is based on experience and sensitivity, rather than theory, to generate spaces for dialog and pedagogical transformation. The chapter articulates theoretical foundations by Judith Butler, Estela Quintar, and others, and highlights the need for participatory methodologies that link body, memory and subjectivity in teaching work.