Importance of gender equality
Introduction
Would you keep the initial proposal to program in curricula to work gender equality transversely? Why? We understand by transverse element those aspects defined by the LOMCE to work interdisciplinarily, in all areas of experience. So, they are as important as any other part of the programming. These elements are collected in the Royal Decree and in the Decree. Within these transversal elements we find gender equality.
Developing
Educating in equality in today’s society implies respecting, recognizing, supporting and accompanying the potential and individualities of each of the people. At present, the Ministry of Education and Universities of the Government of the Canary Islands has a specific program for Equality Education, as well as an educational network of centers for equality. The development of the program aims to overcome sexist roles and stereotypes, and gender inequality.
I consider that gender equality without a doubt must be part of our curriculum. It is important to educate in gender equality from an early age, at which time children are free of prejudices. This fact favors the internalization of civic behavior, as well as a responsible action in society, regardless of the sex to which our students belong. We must educate in equality in a transverse way and with all possible naturalness.
We must start with as simple aspects as non -discrimination between children’s games, non -differentiation in charges or choice of colors. Equality, coeducation, is a path that must be initiated in families and continue in schools. It raises four or more concrete measures that you would propose to implement in the Coexistence Plan (and remember that they must necessarily be coordinated with the Equality Plan)
There has been no improvement in the number or the severity of the incidents between boys and girls that occur during recesses due to the use of the Primary Patio court. A possible solution for this problem could be the dynamization of the primary courtyard. An organization in which the family could participate, for example, through the colored of the court or participation in different native games. Boliche, Trompo, Canarian ball, Juan, Periquito and Andrés, Salto del Pal.
The students throughout the week will rotate through the different play areas located in the courtyard and the groups will be mixed. The rates of violence of male students are very high we could consider the creation of a classroom or living space in which students feel heard and learn to relax and control their nerves. We could also create the figure of mediating students, it would be a group of students present in the courtyard that would try to intervene in situations of conflict.
To try to reach agreements or in more severe cases they would give alarm to teachers. The percentage of male delegates is far higher than the percentage of male students when forming the classroom delegates, students will have to choose a female figure and another male. So that each class is represented by a boy and a girl. They will be aware from the first moment of what their obligations and responsibilities are.
conclusion
They will be aware that they represent the group-class and must speak in the voice of a group and not individually or their personal interests. The presence of students in mediation teams widely exceeds their percentage in relation to the total number of members of both sectors. We could promote the participation of male students in mediation teams through rewards. We could perform a graph at the end of each quarter about the results of its intervention.
And could be rewarded with exits they propose or different activities or workshops to be held in the center with their group-class. With respect to teachers we could carry out different formations related to gender equality and try to make them aware of the importance of their participation in the different mediation teams to ensure that equality is a reality.
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