Tensiones del cuidado y la organización patriarcal en el activismo sindical: lecciones de profesoras chilenas y españolas

Tabisa Arlet Verdejo Valenzuela; Sebastián Ortiz Mallegas; Claudia Carrasco Aguilar

doi:10.31637/epsir-2025-1380

Authors

Tabisa Arlet Verdejo Valenzuela Universidad de Playa Ancha https://orcid.org/0000-0002-4736-3015
Sebastián Ortiz Mallegas Universidad de Playa Ancha https://orcid.org/0000-0001-7877-3319
Claudia Carrasco Aguilar Universidad de Playa https://orcid.org/0000-0002-8768-2440

DOI:

https://doi.org/10.31637/epsir-2025-1380

Keywords:

trade unionism, trade union organizations, labor, feminization, leaders, women, teachers, comparative study

Abstract

Introduction: Studies on feminism in education report important differences between the roles played by men and women in the public sphere. In union spaces, peculiarities are observed in the conformation of female teacher leaderships related to the reproduction of stereotypes and gender gaps. However, the study of the experiences of female teachers in these spaces is still incipient. Methodology: In this context, a comparative case study is developed, interviewing 24 teachers in Chile and Spain to analyze their understanding of union work, the concerns and tensions that arise in the exercise of this work. The results show important differences in the way union work is understood, but also common elements on the difficulties that arise in the development of this work associated with the feminization of teaching and union work. Discussion and conclusions: In both groups, this activity is understood as an action of help and care, with differences regarding whether or not to consider it a job and the tensions of work-family conciliation, while other forms of participation are proposed. The contributions of these results for the advancement of teacher unionism and the construction of new struggles and teacher activism are discussed.

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Author Biographies

Tabisa Arlet Verdejo Valenzuela, Universidad de Playa Ancha

PhD candidate in Education and Social Communication, University of Malaga, Spain. Master's degree in Clinical Psychology, University of Chile, Chile. Psychologist, Pontifical Catholic University of Valparaiso, Chile. Assistant Professor of the Department of Mediations and Subjectivities, Faculty of Social Sciences, University of Playa Ancha, Chile. Her lines of research have focused on the study of teacher professional development, teacher discomfort, care, gender and feminisms in education; developing studies from a narrative biographical approach.

Sebastián Ortiz Mallegas, Universidad de Playa Ancha

PhD in Educational Sciences, University of Granada, Spain. Master in Educational Psychology, University of Chile, Chile. Psychologist, Pontifical Catholic University of Valparaiso, Chile. Associate Professor of the Department of Mediations and Subjectivities, Faculty of Social Sciences, University of Playa Ancha, Chile. His lines of research have been oriented to the study of psychosocial phenomena in education, especially linked to teacher movements and associations, coexistence and educational inclusion; specializing in ethnographic and narrative studies in education.

Claudia Carrasco Aguilar, Universidad de Playa

PhD in Educational Sciences, University of Granada, Spain. Master in Social Psychology, Autonomous University of Barcelona, Spain - Arcis University, Chile. Psychologist, Pontifical Catholic University of Valparaiso, Chile. Professor of the Department of Mediations and Subjectivities, Faculty of Social Sciences, University of Playa Ancha, Chile. Her lines of research are related to violence and school coexistence, as well as educational policies and teacher professional development; she is a specialist in qualitative research.

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