La violencia de género y la individualidad en los cuentos "Regina" y "La señorita Julia": rutinas de pensamiento e inteligencia artificial en la clase de español

Gender-based violence, which, according to INEGI data, affects 70.1% of women in Mexico, constitutes an urgent challenge for critical education. This article presents a didactic experience carried out in an advanced Spanish class, where students, mostly women of Mexican origin, analyzed the short stories “Regina” by Dahlia de la Cerda and “La señorita Julia” by Amparo Dávila in dialogue with a thematic lecture. The proposal integrated global competence objectives and social-emotional learning principles, articulating critical thinking, empathy, and student agency. Through textual and visual analysis—using thinking routines and artificial intelligence for image creation—students explored structural and symbolic forms of violence as well as the performativity of gender. The experience fostered the development of a critical consciousness capable of questioning oppressive structures and promoting social transformation.