Focus for gender stereotypes in school coexistence
Summary
This article aims to provide the educational community with pedagogical strategies that attenu And the girls who influence the way of acting and behaving in a social conglomerate. To respond to this research, a descriptive exploratory study was carried out in order to know the changes that occur in correlation with this social phenomenon. In the investigation 26 students and women of fifteenth of basic education participated to whom the survey to collect data information is applied. The results obtained confirm that there is a highly positive relationship between the variables. It is concluded that preconceived gender thoughts precisely affect the school coexistence of the students under the present study.
Introduction
The present research is carried out in the area of education, in higher basic proposes pedagogical strategies to attenuate gender stereotypes and improve the school coexistence by means Achieve an inequality free society so that people enjoy equality respecting gender roles and beliefs in educational interaction.
There are many investigations regarding the equality of people in dignity and rights without any distinction is the main foundation of the Universal Declaration of Human Rights (1948). One of the distinctions is related to the gender identity that, in its traditional version, generates inequality through the social subordination of the female gender to male. In order to eliminate this discrimination by promoting gender equity, various normative references such as the Convention on the Elimination of all forms of discrimination against women have been developed. (Moreno Diaz, 2017)
This work seeks to clarify the concept of stereotype and gender due to the importance of educational processes has been verified according to research, that gender stereotypes involve a wide space in social beliefs and develop a primary function In the construction of social identity. [Footnoteref: 1] [1: stereotypes are preconceived conceptions about how women and men should behave unlike gender that is a cultural representation of ideas, prejudices, values about the life of women and men.]
Gender stereotypes are a set of shared beliefs within a culture or group about the characteristics of each sex, it also mentions that they are preconceived conceptions about how women and men should behave. Gender is a cultural representation that contains ideas, prejudices, values, interpretations, norms, duties, mandates and prohibitions on the life of women and men. In relation to these two concepts it is assumed that boys and girls have their own life function, "according to the ideal type historically built". Men value attributes that reinforce in women a femininity of a traditional, hegemonic model, waiting for them to be delicate, sensitive, weak and maternal. Instituting that in women there must be the natural inclination of love and identity of it built around motherhood, because social disposition is to be protective, responsible and ensure the well -being of others. On the contrary, the masculinity model lacks all these characteristics that culture attributes to women. Men have been cataloged as assets, who have control, are on the defensive, be strong, endure pain, and they can use themselves, they also use their body as a tool, they have the conceived idea that they can solve everything that is to say they worry about doing and not for feeling, thinking women as people at their disposal. Gender roles and beliefs are acquired through a learning process and social interaction. Society and culture determine feminine or male identity based on an existential idea of only two sexes. Gender stereotypes are framed according to culture, class or social group that determines our living conditions, identity according to our age, religious or political denomination, among others. In the family, kinship and cultural referents are emphasized, as well as the formation of social values and beliefs. (Cubillas Rodriguez, 2016).
Inclusive and Democratic School Coexistence
In recent times, the Ministry of Education is intended of democratic values, for the strengthening of an inclusive, participatory education to build our own citizenship.
Inclusive school coexistence is directly related to the right of education of all people, to eradicate all forms of exclusion of students in social intervention spaces. Another important aspect is democratic coexistence is to capture an active participation of all educational actors in the fulfillment of their responsibilities and their functions, tasks and agreements that regulate community life, for the construction of a culture of peace, dialogue and respect. On the contrary, from the perspective of diversity, the conflict is unfortunately part of social interactions, because coexistence problems are not absent have another figure in conflicting relationships. (Lopez, 2019)
In the beginning the school was created as an instrument of social adaptation that operated based on a set of disciplinary norms that in turn have effects on people’s behavior. Historically, there were objects that were used to instill punishment in students to regulate their behavior and get them obedient in Latin America. On the contrary, democratic, inclusive and peaceful school coexistence imposes challenges that generate a peaceful coexistence in educational institutions.
Years ago in Mexico there was no regulatory framework for coexistence, therefore, society lived within the phenomenon of violence in school communities that became difficult to control for this reason the legal framework for school coexistence was created to regulate Inclusive, democratic and peaceful coexistence in educational institutions, whose actors must know and enforce their rights, obligations and responsibilities, it is not consistent to think that only through a law violence can be controlled in school communities.
At the local level through the Ministry of Education, collective agreements are established, that educational communities are committed to compliance, to promote the culture of peace a fundamental role in the implementation and development of education.
From the study of gender stereotypes that appears in illustration 1 related to school coexistence, two large sets are derived, the instrumental (identified with masculinity) and the affective – expressive roles (identified with the female features) that describe a Person who can manipulate with certainty, in the face of affective and healthcare roles, who describe a person who works based on others with their consequent derivation in the stereotyped typologies of “physically active man” self-emotional self-affective – “Physically passive woman” Submissive, manipulative. Research applications in school coexistence. Although on this subject there is no broad body of works that is focused on the earliest ages of schooling, current reviews suggest that there has been some evolution in the stereotypes that schoolchildren related to school coexistence maintain, although it also seems that The impact of social paradigms are linked to more traditional gender attributions continues to significantly influence. Within this evolution, it should be noted that certain stereotypes seem Your relationship with school coexistence. (Blandez, 2017)
Method
The study conducted for this research was transverse, the survey technique was used, interview. Observation models and survey questions are established, scripts for interview. In the first instance, the technique of direct and indirect observation was applied to 20 adolescent students especially paying attention the behaviors inside and outside the classroom, understanding that in groups the way to express and behave is very different from that of the classroom with its teacher, Public spaces are appropriate to apply this type of technique. In the second part, the interviews will be applied to 4 teachers who are in direct contact with the students, in addition the interview will also be conducted to three members of the Board of Directors of the establishment. Questions were paired to each theme in the scripts of the interviews (Kvale, 2011). That helps to understand the result of the interview. This same procedure was applied in the design of scripts for discussion groups. However, a discussion group was carried out with students to evaluate their preconceived ideas, experiences about gender stereotypes in linking to school coexistence. Subsequently at a meeting with the representatives an argument was established regarding gender stereotypes that they unconsciously use in their homes, in which ten parents participated.
For the validity and verification of data in the process of this research, the four types of triangulation were used: of data sources, the researcher, theory and methodological (Stake, 2007). The first type of triangulation is based on obtaining information from different places, spaces, times and
people, obtaining the different points of view of students about stereotyped gender beliefs in the context that develop day after day, within the classroom, in recess, in the courtyards and in the family. The second type of triangulation is like the researcher’s investigator of the researcher, several observers and interviewers were used. The third triangulation type is the theoretic. Finally the fourth type of triangulation was used with data production techniques. (Carmen, 2017).
Result
The results achieved in relation to the critical thinking of students to analyze the preconceived ideas that manifest in their interrelations associated with gender stereotypes present in school coexistence. Students are able to understand the origin of gender stereotypes, and how they are spreading from generation to generation but no longer in their same dimensions, rather, we are gradually eradicating from our society. Likewise, they were able to establish differences between female and male behaviors in the classroom and in the courtyard as well as teachers and managers in their functions and activities they perform and as social entities. Students analyzed stereotyped gender beliefs in the various human groups that generate violence in social contexts.
In addition, students through their own experiences analyzed and questioned this social phenomenon, all this analysis helped demonstrate the change in behavior and attitudes in their interpersonal relationships.
Discussion
According to the results obtained from this research, the educational space constitutes one of the fundamental elements to mitigate the use of gender stereotypes in school coexistence. Both students and teachers visualize opportunities that are questioned and analyzed to generate and build in group other alternatives of thought and reflection.
In order to mitigate the preconceived ideas of gender stereotypes, it is important We reinforce gender differences. It is worth mentioning that the positive assessment of all people and their individual characteristics falls into the work carried out by teachers and other professionals that relates to the Alunado, during the learning process inside and outside the classroom transmit knowledge and models for children and Girls (Santos, 2006). Therefore, it depends on the educational experiences that students storing significant knowledge that allow building learning that mitigate gender stereotypes.
Gender stereotypes are used according to cultural beliefs that are exposed in the pedagogical field through human expressions in the community context that exercise traditional gender ideas, to eradicate it is important to enhance, analyze and reflect the critical thinking of students to contribute to the Development of cognitive skills All this depends on the will, commitment and creative imagination to stimulate the pre front cortex whose brain part controls impulsivity during adolescence (Lovat and Fleming, 2015). All female, male behavioral behavior is built in family coexistence is the main source of learning of young adolescents without ruling out that in educational institutions they also receive the pressure and abuse of children and girls negative influences unconsciously. (Colas Pilar, 2007)
Conclusions
The results confirm that gender stereotypes in adolescents in the rural sector that are built in the environment that develop especially in the family and educational institutions, also influence the interpersonal relationships that cultivate among them that in some cases copy it that in some cases copy it To build gender identities.
Another of the fundamental factors involved in the progress of stereotyped ideas are cultural beliefs that establish gender differences between boys and girls are carefully observed that adolescents manifest more preconceived ideas of stereotypes compared to adolescents.
The application of pedagogical strategies manages to attenuate the use of gender stereotypes in school coexistence, to cancel discrimination, violence and abuse in educational institutions, this allows strengthening peaceful and social inclusion coexistence and social inclusion.
The socialization that was carried out to all educational actors to cancel gender stereotypes in school coexistence was very positive because in the present parents would help correct those preconceived stereotyped ideas they possess and in the future it will no longer have the same impact on the subsequent generations.
One of the first strategies that was used was coeducation that starts from equality between sex, whose objective is to achieve gender equity and start discrimination that gradually modifies human behavior.
Bibliographic references
- Blandez, a. (2017). Stereotypes of Gender, Physical Activity and School The Perspective of the Students. Teachers, vol.eleven.num 2.
- Carmen, m. D. (2017). Breaking with stereotypes. Rexe, pp.165-174.
- Pilar queues, B. (2007). The internalization of gender stereotypes in young teenagers. Educational Research Magazine, pp.35-58.
- Cubillas Rodriguez, M. J. (2016). Beliefs on gender stereotypes of university young people from northern Mexico. Diversitas, 217-230.
- Lopez, v. (2019). Translating school coexistence policies. Psychoperspective, vol, 18 n 1.
- Moreno Diaz, K. D. (2017). Breaking with stereotypes . Rexe, PG 165-174.
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