Representaciones sociales de masculinidad en profesores varones indígenas del norte del Estado de México

Currently, international and national educational policies advocate for the integration of gender equality into educational curricula due to the persistence of structural violence within institutions. This aligns with the efforts to fulfill Goal 5 of the 2030 Agenda on gender equality. However, there are specialists who argue for the inclusion of masculinity studies, as analyzing and reflecting on men’s roles is essential for understanding power relations and resistance within patriarchal culture. Therefore, the objective of this study is to explore the meaning of masculinity in the discourse of male teachers within the indigenous education system in the Northern region of the State of Mexico, aiming to reflect on the impact of gender issues on their professional lives. Based on the theory of social representations, the study employed the semantic networks technique and qualitative interviews to reveal collective knowledge. Some findings suggest that hegemonic masculinity remains prevalent in their discourse; however, emerging tendencies toward equality, justice and love are also observed. The study concludes with the need to establish dialogical spaces within the university to reinforce contemporary social changes assimilated by teachers.