DIDACTIC PROPOSAL FRAMED IN EDUCATION WITH GENDER PERSPECTIVE IN UNIVERSITY TEACHING

The main objective of this article is to present a didactic proposal framed in education with gender perspective (EGP) in a compulsory English language subject in the degree in English Studies. These activities aim at contributing to the development of social competences and students' social consciousness, paying special attention to gender equality issues. The methodology has followed a qualitative-descriptive model based on the teacher's observations and an anonymous survey. The survey was administered in order to obtain quantitative data and to gather students' opinions about different aspects of the didactic proposal developed and the competences that have been acquired. Results indicate that students value the pedagogical approach proposed by EGP in higher education and they are aware of the acquisition of social competences.