Socio-Digital Environments as Spaces to Question Androcentric Discourses of Heritage and Build Coeducational Learning in Initial Teacher Training

Social networks have acquired the role of educators in our society, while influencers and content creators have become reference figures for children and young people. In the field of education, educommunication has become relevant and teacher training plans have been developed in Digital Competences for Teachers. In this context, this research analyses the didactic potential of the social network Instagram as a space for interaction and participation in which to build and share knowledge about gender and power through historical and artistic heritage. To this end, using qualitative methodology and a case study, 257 publications in digital format containing one or more images, text and keywords were analysed. These publications have been made by a total of 523 students of the degrees in Education of several universities (University of Alicante, Complutense University of Madrid and University of Valladolid) between the academic years 2017-18 and 2023-24. The results obtained indicate, on the one hand, the capacity of social networks to provide spaces for cooperative and emotional learning as an extension of the classroom. On the other hand, it is observed how the students develop reflections and observations of a degree of depth around gender and power through the use of networks and heritage, generating critical-feminist views, paying special attention to the critical dynamics of gender, androcentrism and feminist theories. In conclusion, it is considered that the use of social networks for initial teacher training can be a relevant line of research to contribute to the design of a coeducational competence framework.