Gender, music and coeducation in educational contexts
DOI:
https://doi.org/10.17561/ae.v23n1.5648Keywords:
adolescence, coeducation, gender, steriotypeAbstract
Coeducation, understood as an education that promotes gender equality without any type of discrimination (Simón, 2010), will be essential when it comes to orienting and offering young people activities which put an end to any kind of stereotypes. In educational centres, the members that make up the educational community and the educational system in general should promote policies and learning that avoid the reproduction of such roles. To this end, and following the lines proposed by Contreras and Trujillo (2014), it is necessary to carry out gender studies that allow for discovering and questioning the stereotypes that we find implicitly and symbolically in educational spaces and, based on the results obtained, proposing possible coeducational solutions that can be extrapolated to everyday life. The aim of this work is to offer an updated state of the art on the functionality of music during adolescence and its relationship with gender identity, as well as to show different coeducational activities carried out with 3rd year secondary students in the music class.
Downloads
References
Bonal, X. (1997). Las actitudes del profesorado ante la coeducación. Propuestas de intervención. Editorial Graó.
Contreras, P, y Trujillo, C. (2014). Coeducación para la equidad. A propósito del corpus curricular de la educación chilena. Análisis desde una perspectiva de género. Cuestiones de género: de la igualdad y la diferencia Núm. 9, pp. 29-49. Universidad de León. https://doi.org/10.18002/cg.v0i9.1042
Generalitat de Catalunya. (28 de agosto de 2015). Decret 187/2015, de 25 d’agost, d’ordenació dels ensenyaments de l’educació secundària obligatòria. Diari oficial de la Generalitat de Catalunya, n. 6945, 1-305.
Gobierno de España. (4 de mayo de 2006). Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, n. 106, 17158-17207.
Sanmatí, N. (2010). Avaluar per aprendre. L’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Barcelona: Generalitat de Catalunya - Departament d’Educació.
Zaragozà, J. L. (2009). Didáctica de la música en la educación secundaria: competencias docentes y aprendizajes. Editorial Graó.
Zabala, A. y Arnau, L. (2007). Cómo aprender y enseñar competencias: 11 ideas clave. Editorial Graó.
Published
Issue
Section
License
Copyright (c) 2021 Sandra Soler Campos, Maria Antònia Pujol i Subirà
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this journal agree with the following terms:
The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it may result in productive exchanges, as well as a more early and major published papers (See The Effect of Open Access).
