Masculinidades y ocupaciones de cuidado: la dimensión de género en la formación de enfermería
DOI:
https://doi.org/10.14198/fem.2025.46.06Palabras clave:
enfermería, masculinidades, cuidado, educación, ocupaciones de cuidado, segregación de género, de-generizar, estereotipos de género, prácticas de géneroResumen
La segregación de género en la educación y en el empleo es bien conocida. Sin embargo, el debate académico rara vez ha abordado la subrepresentación de los hombres en los cursos de estudio y lugares de trabajo feminizados. El artículo tiene como objetivo llenar este vacío explorando cómo el género y las masculinidades se tematizan y se representan en contextos educativos y de formación (y laborales) tradicionalmente femeninos. El artículo se basa en una investigación empírica, realizada en Italia, que incluye 28 entrevistas con enfermeros varones y tres grupos focales mixtos con 16 estudiantes de enfermería. Los resultados muestran que una visión de-generizada de la profesión es dominante entre los/las participantes y en los planes de estudio académicos. Sin embargo, hay varias características de género en juego. En primer lugar, la elección de convertirse en enfermera/o se narra de manera muy generizada y las mujeres asocian la profesión con una vocación o una misión, lo que refuerza el carácter religioso e hiperfemenino que tenía al principio. Además, la elección de esta carrera y la especialización en currículos «femeninos» exponen a los hombres a estigmatización, obligándolos a poner en marcha estrategias para resistirla mediante la autoironía, enfatizando las habilidades interpersonales y trabajando más duro para demostrar su competencia profesional. Finalmente, el papel central de las mujeres en la formación se enmarca en formas que o bien refuerzan los estereotipos sobre la relación entre la feminidad y el trabajo de cuidado, reproduciendo una visión binaria del género, o bien valoran los aspectos más «nobles» del cuidado, distanciándose del trabajo «sucio» asociado a las mujeres. En conclusión, el artículo razona sobre la oportunidad y las herramientas para introducir una perspectiva de género en la educación de enfermería y permanente, con el objetivo de ayudar a los/las (futuros/as) enfermeros/as a reflexionar sobre su identidad y prácticas de género y las de sus pacientes.
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Derechos de autor 2025 Nicole Braida, Maddalena Cannito, Raffaella Ferrero Camoletto
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