Participación y Aprendizaje a través del Prisma de los Estudios Comparativos Transnacionales
Aspectos de Género y Restricciones de Tiempo
DOI:
https://doi.org/10.25749/sis.25637Palabras clave:
género, tiempo, temporalidades, participación, aprendizaje de adultosResumen
La participación en el aprendizaje de adultos está determinada por “temporalidades heterogéneas, complementarias, antagónicas y contradictorias” (Alhadeff-Jones, 2017, p. 3). El tiempo es un factor sociocultural esencial, y el aprendizaje necesita tiempo y lleva tiempo (cf. Schmidt-Lauff, 2019). “Demasiado ocupado en el trabajo” y “responsabilidades con los niños o la familia” (OCDE, 2017) son las principales razones para no participar en la educación de adultos. El tiempo es un elemento importante en las desigualdades de género internacionales (European Institute for Gender Equality, 2020a, 2020c). Este artículo hace un análisis comparativo de cómo el tiempo, el género y el aprendizaje se entrelazan en la educación de adultos en Eslovenia y Hungría. El análisis incluye una comparación inicial de datos cuantitativos y políticas relacionadas con el tiempo. Sin embargo, para hacer justicia al carácter complejo del tiempo, un enfoque triangular, utilizando datos cualitativos recopilados en entrevistas con (no) participantes en atividades de educación de adultos, va más allá de la descripción estadística. El estudio tiene como objetivo una mejor comprensión de la experiencia subjetiva de las temporalidades, mientras se aprende (considerando el estrés y la maduración, etc.). Este artículo busca llamar la atención sobre la sensibilidad del tiempo, por ejemplo, en la lucha con las limitaciones de tiempo al cuidar a los niños y ser un empresario exitoso al mismo tiempo.
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