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TMCP Grauerdiego.Pdf UNIVERSIDAD DE LA REPÚBLICA FACULTAD DE CIENCIAS SOCIALES DEPARTAMENTO DE CIENCIA POLÍTICA Tesis Maestría en Historia Política De la clase a los derechos Movimiento feminista y Frente Amplio, disputas y transformaciones en la izquierda en Uruguay, 1984-2004 Diego Grauer Tutor: Diego Sempol 2020 Tabla de contenido Agradecimientos .......................................................................................................................................... 3 Introducción ................................................................................................................................................ 5 El movimiento feminista, el campo político y la izquierda ............................................................................ 10 Frente Amplio, izquierda y democracia ........................................................................................................... 15 Movimiento feminista, Frente Amplio y democracia ..................................................................................... 19 Metodología, fuentes y coyunturas de observación ........................................................................................ 22 Capítulo 1. «Democracia en el hogar» (1984-1985) ...................................................................................27 La condición de la mujer y la politización del espacio privado ............................................................................ 28 Democracia en el espacio privado para democratizar la sociedad ................................................................ 39 «Democracia en el hogar» .................................................................................................................................. 48 Conclusiones ....................................................................................................................................................... 59 Capítulo 2: «Si la mujer no está, la democracia no va» (1989) .................................................................62 La especificidad feminista y las disputas en el movimiento ........................................................................... 65 El protagonismo femenino: democratizar la política ..................................................................................... 76 Con el Frente Amplio, ¿las mujeres decidimos? ............................................................................................. 86 Conclusiones ..................................................................................................................................................... 101 Capítulo 3: «Democracia, ciudadanía y participación» (1994) .............................................................. 104 Transformaciones en el movimiento y el género como derecho humano ................................................. 107 La democracia y las nuevas ciudadanías: descentralización ......................................................................... 115 No hay derechas ni izquierdas… que haya mujeres en todas partes .......................................................... 124 Conclusiones ..................................................................................................................................................... 140 Capítulo 4: «Otro Uruguay es posible…» (2002-2004) ........................................................................... 143 En la senda del progresismo. El movimiento y la justicia social ................................................................. 147 Democracia y derechos humanos: igualdad en la diferencia ....................................................................... 157 ¿Cambiemos el Uruguay? ¿De las mujeres también depende? .................................................................... 166 Conclusiones ..................................................................................................................................................... 181 Conclusiones ............................................................................................................................................. 184 Bibliografía................................................................................................................................................ 203 Fuentes ...................................................................................................................................................... 210 Leyes y diarios de sesiones parlamentarios .................................................................................................... 210 Diarios, semanarios y revistas nacionales ...................................................................................................... 210 Folletos y documentos de trabajo................................................................................................................... 211 Videos ................................................................................................................................................................ 211 2 Agradecimientos Quisiera comenzar agradeciendo de forma general, pero de manera tal que sea una manifestación de compromiso y principios, a la educación pública. Toda mi trayectoria educativa se desarrolló en su seno. Este trabajo, como gran parte de quien soy académica y personalmente, se debe a ella. No puedo dejar de reconocer que si me encuentro en estas instancias de formación, es fruto del esfuerzo de toda la sociedad para sostener la educación pública, incluso el esfuerzo de aquellas personas a quienes se les hace más dificultoso transitar por ella y acceder, fundamentalmente, a sus niveles terciarios. En particular, agradezco a aquellas instituciones que me brindaron apoyos económicos a través de becas, permitiéndome liberar horas de trabajo para la realización de esta tesis y que, de alguna manera, la consideraron valiosa. A la Universidad de la República y al Instituto de Ciencia Política de la Facultad de Ciencias Sociales por la beca de Finalización de Maestría, y al Ministerio de Educación y Cultura y al Fondo de Solidaridad por la beca Carlos Quijano. Sinceramente, me siento un privilegiado. Pero no quisiera dejar de decir que este tipo de políticas, más que un privilegio deberían ser un derecho a ampliarse a la mayor cantidad de personas posibles en todos los niveles educativos. Fundamentalmente, extender el agradecimiento a aquellas personas que en el ámbito académico hicieron aportes, comentarios, críticas y dedicaron horas de trabajo a esta investigación. Sin su colaboración hubiese sido imposible. En particular a mi tutor de tesis, Diego Sempol, con quien compartimos, creo, una preocupación por mirar los procesos de democratización desde abajo. Agradezco su compromiso y dedicación: no solo leyó incontables e incansables veces borradores y borradores, sino que también fue un espejo que siempre me devolvió preguntas, miradas alternativas e ideas que son parte sustancial de este trabajo. También a varies profesores de la maestría en particular, y de la educación pública en general. Referirme a elles a través de docentes que una o más de una vez leyeron partes de este trabajo en instancias de evaluación o de discusión, haciendo aportes valiosísimos: Niki Johnson, Vania Markarian, Jaime Yaffé, Aldo Marchesi, Gabriel Quirici. Nunca pensé que llegaría a disfrutar tanto de este tipo de instancias. En un contexto donde a veces predominan el individualismo, la competencia despiadada y la defensa de campos de inserción personal, sin duda se debe a que ejercieron su práctica en defensa del conocimiento como una construcción colectiva y bajo el interés hacia el crecimiento y formación de nueves 3 investigadores. Por su puesto, agradecer a les compañeres de la maestría con quienes intercambiamos dudas y propuestas, nerviosismos y discusiones sustantivas para armarnos como investigadores. Por último, pero no menos importante, quiero agradecer a familiares y amigues: no solo significaron un sustento afectivo y emocional para un trabajo que es exigente y a veces frustrante, sino que soportaron tanto mis ausencias como horribles y aburridas charlas sobre lo que estaba investigando, los problemas que tenía con la investigación, los dilemas de la Historia, etc., siempre desde el apoyo y el cariño. A todes, una lista extensísima, reconocerles mencionando a mi madre y padre, Ana y Marcelo, y a mis compañeres de vida, Micaela, Victoria, Hernán, Santiago, Camilo y Martín. 4 Introducción … No concebimos la experiencia como una serie de circunstancias objetivas que condicionan la identidad; la identidad no equivale a un sentido de sí mismo, determinado objetivamente y definido por necesidades e intereses; la política no significa que sujetos individuales, ubicados de forma similar, tomen conciencia colectivamente. La política es más bien el proceso por el cual las interacciones del poder y el conocimiento constituyen la identidad y la experiencia.1 Durante los gobiernos del Frente Amplio (FA) en Uruguay (2005-2020) se aprobó una batería de leyes y se desarrolló un aparato institucional que buscaban atender las desigualdades de género. El gran avance en materia de política de igualdad de género y ampliación de la ciudadanía en relación con esta, en los 35 años que prosiguieron a la dictadura cívico-militar, sucedieron durante los gobiernos progresistas de la coalición de izquierda.2 Si la llegada del FA al Gobierno nacional, con la presencia en sus filas de aliados del movimiento feminista, significó
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