GENDER EQUALITY AND THE SUSTAINABLE DEVELOPMENT GOALS: CONTRIBUTIONS FROM ARGENTINE HIGHER EDUCATION

In 2015, the United Nations adopted 17 Goals as part of the 2030 Agenda for Sustainable Development. Of these, Sustainable Development Goal 5 (SDG 5) proposes to achieve gender equality and empower all women and girls (W&G). To achieve this, we must create a change in pedagogical and educational practices that facilitate W&G access to higher education, increase their employability and reduce gender inequalities. In this paper, we present the results of the course-workshop << Feminist knowledge and practices in curricular integration experiences >>, aimed at teachers and researchers from the National University of Cordoba (UNC) (Central region, Argentina) and the National University of San Juan (UNSJ) (Cuyo region, Argentina). Using qualitative research techniques (virtual ethnography, discourse analysis and autoethnography), we aimed to recognize experiences, concerns and motivations of teachers who try, from their teaching practices, to contribute to the implementation of SDG 5. The course was conducted for a month through the Moodle platform of the Distance Education System (SIED) of the UNSJ. It was attended by 51 teachers and researchers from both institutions, interested in discussing, reflecting and improving their educational practices by implementing a feminist and gender perspective, non-binary and intersectional. In this paper, we recovered the experiences, stories and feelings shared during the course, with the intention of understanding in what ways the faculty can contribute to the goal proposed by SDG 5 to reduce inequalities and facilitate gender equality. We were able to see that university careers are still far from contemplating a real integration and/or mainstreaming of the gender perspective; however, the proposals and reflections show the interest in the subject and the urgency to contemplate and recreate new ways of teaching and pedagogical practices.