Educate with a gender perspective

Specialists in the field recommend establishing equality plans in the centers and training teachers in coeducation

Working on gender equality from school, especially with children in Infant and Primary Education,

can help eliminate gender-related stereotypes and, consequently, prevent situations of sexist

discrimination in the future.

Change gender stereotypes from early childhood: There are several studies that attempt to explain

how gender stereotypes are acquired during childhood and how they can be avoided.

Social learning theorists consider these to be behavior patterns learned through direct and indirect

experience, and observation.

But when do children begin to acquire these gender stereotypes?

The study Attitude in children and adults on gender stereotypes in children's toys (2008) reveals that

both girls and boys between 3 and 7 years old already relate toys with their gender influenced by

traditional and gender factors acquired in the family, school and through the media. The conclusions

of this research, carried out by academics of the University of Granada, indicate that it is necessary to

promote the training of educators towards gender equality, since their contribution in the classroom is

the best way to start eliminating sexist content in Our culture.

Therefore, specialists in the field consider that the role of the education system and teachers, as well

as the family, is essential for the transmission of values ​​of respect, tolerance and equality between

women and men. Most agree that it is necessary to help school children to reflect and offer them

strategies that allow them to prevent or or eradicate inequality and, therefore, gender violence from

its intimate, personal and social environment.

In Primary and especially in Early Childhood Education, students have a great receptivity when it

comes to learning, so they are the ideal stages for children to assimilate egalitarian behavior patterns.

 Center policies based on co-education and equality plans:

Establishing coeducation as a pedagogical proposal of the center constitutes the most valuable

educational policy to educate in gender equity from school, according to the participants in this

monograph. In coeducation, training and education are given on equal terms for both sexes and

there is no limit to the learning of each of them. "The coeducational school aims to eliminate gender

stereotypes overcoming social inequalities and cultural hierarchies between girls and boys," according

to the Coeducation Guide: Synthesis on Education for Equal Opportunities between Women and

Men (2008), of the Women's Institute.

It is therefore necessary that in the educational environment work on co-education and co-responsibility

from an early age and at all educational levels, according to specialists. This requires the involvement

of the entire educational community of the center and implement among all its members a coeducational

project of the entire school.

The process to carry out an equality plan consists of three main phases that can be implemented

consecutively: the diagnosis of gender equality in the educational center, the design and implementation

of the equality plan and the monitoring and evaluation of the same.

 The sources investigated for this report and the participants in this monograph agree to carry out center

policies such as the following:
Include the equality of women and men in the educational project of the center, in curricular programming and in the assignment of responsibilities and spaces. Perform regular training for teachers in coeducation and strategies to promote gender equality education. Select school materials, textbooks, pedagogical resources and non-sexist educational projects, as well as work on contents that promote equality values, such as songs, books, references and models that contribute to offering a new vision and more in line with equality between the sexes. Stipulate that teachers avoid treating boys and girls in class differently according to their gender and motivate them to participate equally in classroom tasks and share responsibilities in the same way. Encourage in class and outside games and toys neutral, cooperative and shared. It would be necessary to establish, as a center policy, that the courtyards be coeducational, that is, that they have three well-differentiated spaces: a quiet play area, another of movement and psychomotor skills, and another of experimentation with nature. Collaborate with families and train them to provide guidelines and criteria to practice at home to avoid sexist stereotypes.
All of this must entail a comprehensive plan in each center in which families are also involved, as well
as the different agents involved in education, teachers and management teams. Thus, educating in
equality from early childhood in schools is a task that falls to both the management team of educational
centers, teachers, administrations, families and society as a whole.

Source: EDUCAWEB

https://www.educaweb.com/noticia/2018/06/26/propuestos-educar-igualdad-genero-educacion-infantil-primaria-18509/ Recovered 08/08/2019 - 21:02. Bosada, M. Posted on 06/26/2018

Student: Nahidín Medina.