Construir la identidad femenina en la adolescencia: un estudio de caso sobre la influencia de la familia y la escuela en la construcción de la identidad femenina en dos colegios públicos de Bogotá y Soacha.

Abstract

Gender understood as the result of the process by which subjects and subjects assume and internalize the meanings that are socially assigned to the body (Lamas, 1996), has been used as a classifying element from which the way in which Men and women must read the world in which they live. Thus, for example, from birth subjects and subjects are differentiated, starting from their physiological characteristics and assigned a gender and a name. Subsequently and as part of the upbringing, boys and girls are taught, through play and the daily sharing of family life, the activities, feelings and attitudes that <correspond> to them; then it is common to hear some parents tell their children that "children do not cry" or play house or with dolls, while they teach their daughters to be delicate, loving and to take care of others, since their ultimate goal will be raising your own family. Over the years, the directing stimuli begin to come from other sources; boys and girls grow up and start attending school where they are told, through their uniforms that boys wear pants and girls skirt, that boys should have short hair and girls long because that way they look prettier and pretty; meanwhile they also begin to attend church where they are taught that men are strong and made to protect and provide just as Jesus did and that, conversely, women are weak, delicate and made to give life and love, just like Maria did.