Dinamización de una performance teatral con estudiantes de educación secundaria para prevenir la violencia micromachista.
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| Title: | Dinamización de una performance teatral con estudiantes de educación secundaria para prevenir la violencia micromachista. |
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| Alternate Title: | Dynamisation of a theatrical performance with secondary school students to prevent micro-chauvinism violence. Dinamização de um espectáculo teatral com alunos do ensino secundário para prevenir a violência micromachista. |
| Authors: | PRADENA-GARCÍA, Yasna1 yasnapatricia.pradena@uva.es, ANGUITA-MARTÍNEZ, Rocío1 eduardo.fernandez@uva.es, FERNÁNDEZ-RODRÍGUEZ, Eduardo1 rocio.anguita@uva.es |
| Source: | Pedagogía Social. jul-dic2023, Issue 43, p149-164. 16p. |
| Subject Terms: | *Young adults, *Secondary school students, *Communicative competence, *Gender inequality, Space stations, Productive life span, Professional competence, Microaggressions |
| Abstract (English): | This work use a qualitative methodology based on a case study, and it arises from the data obtained from the dynamisation carried out by a group of 45 Vocational Training (VET) students with an audience of secondary school students (ESO) after the presentations of a theatrical performance. The aim of these activities was to facilitate cognitive distancing and the recovery of the tacit knowledge that the audience brought with them about the social constructions of gender and, specifically, situations of violence. In this context, some samples of the contributions made by different groups of secondary school students have been described and analysed in order to present alternatives for improving the content of the theatrical performance. The results have allowed us to conclude a) that the particular characteristics of the theatrical performance and the dynamisation allow young people to see themselves represented and challenged with respect to micro-chauvinism violence; b) that the possibilities offered by the theatrical space itself as a laboratory of citizen creation broaden the spectatorial and/or communicative competences of adolescents from a critical gender perspective; and c) that the professional competences of the VET students increase in the dynamisation experience, as an internship, by transferring knowledge linked to equality and education with a gender perspective that they will later develop in their working life. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Partiendo de una metodología cualitativa basada en un estudio de casos, este trabajo surge a partir de los datos obtenidos de la dinamización que ha realizado un grupo de 45 estudiantes de Formación Profesional (FP) con un público de estudiantes de educación secundaria (ESO) tras las presentaciones de una performance teatral. Estas dinamizaciones tenían como objetivo facilitar el distanciamiento cognitivo y la recuperación de los conocimientos tácitos que traía consigo dicho público sobre las construcciones sociales de género y, específicamente, las situaciones de violencia. En este contexto, se han descrito y analizado algunas muestras de las aportaciones realizadas por distintos grupos de estudiantes de la ESO para presentar alternativas de mejora en el contenido de la performance teatral. Los resultados permiten concluir que: a) las particulares características de la performance teatral y la dinamización permiten que la juventud se vea representada e interpelada respecto de la violencia micromachista; b) las posibilidades que ofrece el propio espacio teatral como laboratorio de creación ciudadana amplía las competencias espectatoriales y/o comunicativas de las y los adolescentes desde una perspectiva crítica de género; y c) las competencias profesionales del alumnado de FP aumentan en la experiencia de dinamización, a modo de prácticas, al transferir conocimientos vinculados con la igualdad y la educación con perspectiva de género que desarrollará, posteriormente, en su vida laboral. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Utilizando uma metodologia qualitativa baseada num estudo de caso, este trabalho surge a partir dos dados obtidos na dinamização realizada por um grupo de 45 alunos de Formação Profissional (FP) com uma plateia de alunos do ensino secundário (ESO) após as apresentações de um espectáculo teatral. O objectivo destas actividades era facilitar o distanciamento cognitivo e a recuperação do conhecimento tácito que a audiência trazia consigo sobre as construções sociais de género e, especificamente, sobre situações de violência. Neste contexto, foram descritas e analisadas algumas amostras dos contributos de diferentes grupos de alunos do ensino secundário, a fim de apresentar alternativas para melhorar o conteúdo da representação teatral. Os resultados permitiram-nos concluir a) que as características particulares do espectáculo teatral e a sua dinamização permitem que os jovens se vejam representados e interpelados em relação à violência micromachista; b) que as possibilidades oferecidas pelo próprio espaço teatral como laboratório de criação cidadã ampliam as competências espectatoriais e/ou comunicativas dos adolescentes numa perspectiva crítica de género; e c) que as competências profissionais dos/as alunos/as do EFP aumentam na experiência de dinamização, enquanto estágio, transferindo conhecimentos ligados à igualdade e à educação numa perspectiva de género que desenvolverão mais tarde na sua vida profissional. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This work use a qualitative methodology based on a case study, and it arises from the data obtained from the dynamisation carried out by a group of 45 Vocational Training (VET) students with an audience of secondary school students (ESO) after the presentations of a theatrical performance. The aim of these activities was to facilitate cognitive distancing and the recovery of the tacit knowledge that the audience brought with them about the social constructions of gender and, specifically, situations of violence. In this context, some samples of the contributions made by different groups of secondary school students have been described and analysed in order to present alternatives for improving the content of the theatrical performance. The results have allowed us to conclude a) that the particular characteristics of the theatrical performance and the dynamisation allow young people to see themselves represented and challenged with respect to micro-chauvinism violence; b) that the possibilities offered by the theatrical space itself as a laboratory of citizen creation broaden the spectatorial and/or communicative competences of adolescents from a critical gender perspective; and c) that the professional competences of the VET students increase in the dynamisation experience, as an internship, by transferring knowledge linked to equality and education with a gender perspective that they will later develop in their working life. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11391723 |
| DOI: | 10.7179/PSRI_2023.43.10 |
