Avanzando en una docencia con perspectiva de género

  1. I. Ahedo 1
  2. M. Amurrio 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen

Publisher: Servicio Editorial = Argitalpen Zerbitzua ; Universidad del País Vasco = Euskal Herriko Unibertsitatea

ISBN: 978-84-1319-033-4

Year of publication: 2019

Pages: 222-231

Congress: Congreso EuroSoTL (3. 2019. Bilbao)

Type: Conference paper


From various academic, institutional and/or activist approaches, the concept of gender friendlyenviroment has become popular, to characterize spaces, in our educational case, in which we establisha series of tools that allow to incorporate the gender perspective. Within the framework of the educationalInnovation Project of the UPV-EHU, Docencia con perspectiva de género en los grados de la Facultad deCiencias Sociales y de la Comunicación, we are working on tools to advance these logics based on seductionstrategies to the importance of the consideration of differences in gender treatment in achievingegalitarian education.We propose to present a tool of approach to the gender that starts from an analysis of the realitysettled in what exists and not so much in what we would like to exist. Thus, the data of the faculty indicatethe existence of a significant percentage of students sensitive to these issues. To this percentageis another group even more important that although not make visible the impact of gender in their curriculumdevelopment, it is highly responsive when it comes to having tools for analysis with a genderperspective.So things should be established strategies that analyze the plural reality of the classroom, in orderto detect varied strategies that empower “related persons” and are able to attract the various types of“absent persons”.After proposing 1) strategies of analysis of the reality (sociograms of affinity to the question), 2) amethodology to approach the gender supported by the experience of the students, taking advantageof various techniques that allow them and themselves experience the negative consequences of genderstereotypes. In addition to this logic settled in an experiential approach 3) we will present tools to ensurein group work in the classroom from the consideration of the various group roles and their associationsto one or the other gender, balancing the weight of public visibility and the work of reproductionof the group to both genders. Finally, 4)we’ll identify a series of ex ante and ex post evaluation toolswith a gender perspective.