<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-899X</journal-id>
<journal-title><![CDATA[Revista de El Colegio de San Luis]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Col. San Luis]]></abbrev-journal-title>
<issn>1665-899X</issn>
<publisher>
<publisher-name><![CDATA[El Colegio de San Luis A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-899X2021000100013</article-id>
<article-id pub-id-type="doi">10.21696/rcsl112220211319</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ciencia política en masculino. El sesgo androcéntrico en la enseñanza de esta disciplina en México.]]></article-title>
<article-title xml:lang="en"><![CDATA[Political Science in Maculine. Androcentric Bias in Teaching of this Discipline in Mexico.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monika Gilas]]></surname>
<given-names><![CDATA[Karolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Ciencias Políticas y Sociales Centro de Estudios Políticos]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-899X2021000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-899X2021000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-899X2021000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el objetivo de evaluar la inclusión de la perspectiva de género en el plan de estudios de la Licenciatura en Ciencias Políticas y Administración Pública ofrecida por la Universidad Nacional Autónoma de México, el presente trabajo propone una herramienta de análisis que evidencia la existencia de los sesgos sexistas. El estudio muestra que, a pesar de la creciente inclusión de las mujeres en los espacios de poder y en la academia, en la enseñanza de la ciencia política persiste un importante sesgo de género. Con ello, se llama la atención a la manera en que el conocimiento generado por las mujeres y relativo a los problemas de su interés y a los impactos diferenciados de género se mantiene en las periferias de la disciplina, lo cual ha contribuido a la reproducción de los estereotipos de género y a la limitación de las oportunidades del estudiantado de adquirir los conocimientos y las habilidades necesarios para comprender los fenómenos sociales en su plenitud y complejidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper proposes an analysis tool that evidences the existence of sexist biases to evaluate the inclusion of the gender perspective in the curriculum of the Political Science degree offered by the Universidad Nacional Autonoma de Mexico. The study shows that, despite the increasing inclusion of women in the spaces of power and the academy, a critical gender bias persists in the teaching of Political Science. It draws attention to how the knowledge generated by women, related to the problems of their interest and the differentiated impacts of gender, remain on the peripheries of the discipline. As a result, they contribute to the reproduction of gender stereotypes and limit the opportunities for students to acquire the knowledge and skills necessary to understand social phenomena in their fullness and complexity.]]></p></abstract>
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<kwd lng="es"><![CDATA[igualdad]]></kwd>
<kwd lng="es"><![CDATA[perspectiva de género]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[equality]]></kwd>
<kwd lng="en"><![CDATA[gender perspective]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Zed Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Young]]></surname>
<given-names><![CDATA[Iris Marion]]></given-names>
</name>
</person-group>
<source><![CDATA[nclusion and democracy]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
