Exploration of the Ecuadorian and Spanish Curriculum Framework from a Feminist Perspective: Achievements and Future Challenges

Abstract

This study is a qualitative research that explores feminist components in the educational curriculum of Ecuador and Spain. The hierarchical and unequal heteropatriarchal structure, while not foreign to the contexts of Ecuador and Spain, has led to different reasons, means, and applications of feminist educational actions and policies to counteract the effects of an androcentric educational model. To analyze these differences and enrich the debate on the actions undertaken, the educational curriculum will be examined from two perspectives. In the case of Spain, the curriculum is viewed as a response to sexist social issues. In the case of Ecuador, the curriculum is seen as a reflection of the country's inherent social and cultural diversity. The study concludes that both countries present distinct yet inclusive models from which valuable lessons can be drawn. Ecuador’s intercultural and identity-based approach serves as a global example, particularly relevant for Spain, which also hosts diverse nationalities, languages, and identities within its territory. On the other hand, the preventive perspective proposed by the Spanish model can serve as a reference to mitigate gender- based violence through the educational system, understood from an intersectional analysis.