Search

Colombia is one of the most inequal countries in Latin America, which at the same time, is the most inequal region of the world. Even though this situation is discouraging it is not new, the difference lays on the importance that this situation has been taken in the political agenda in the nation, awakening multiple expectative between the citizens who has been the eternal losers: the poor. This paper focuses on the challenges that the new government of Gustavo Petro faces in matter of the inequality and poverty that affects over the half of the population in Colombia, at the same time provides a context of the Colombian case in the conjuncture of global and regional socioeconomic changes that incident on the chances of fulfill structural transformations at the social policy. Although this research acknowledges a large spectrum of inequalities existing in the territory (gender, generational, ethnic, racial) it focusses on the income inequality. This analysis takes place based on the data of specialized sources on the subject and the monitoring fluctuations of inequality in Colombia in the last decade. [ABSTRACT FROM AUTHOR]

This is a theoretical-reflective essay that aims to approach the way in which the role of women has been biased by social representations, inherited by generations. In these representations, men are more closely associated with work and professional development, while women are mainly associated with housework and family. One of the epicenters of this problem, in addition to the above, is education. Overall, in Latin America, and specifically in Colombia, social inequalities are very deep and reflect a gender gap, permanently reproduced, which could be traced in terms of colonization and intersectionality. This paper will address three key moments. Firstly, it places women in education; secondly, it observes, from a general point of view, the challenges in terms of gender equity for higher education (HE) from the incorporation of the Information and Communication Technologies (ICT), and finally, it presents an intersectional methodological perspective, which manages to dialogue between the aforementioned moments. It is intended to make a first approach to this concept from the educational perspective as an opportunity that realizes the promise of social inclusion and equity for women in the academy. [ABSTRACT FROM AUTHOR]