La enseñanza y el aprendizaje de la coeducación en las aulas de educación infantil de la Región de Murcia

Zusammenfassung

Concepts such as equality, respect, individuality, tolerance or acceptance are, at present, some of the most influential terms in our educational system, and they are also for the co-educational perspective. The school, as one determinant socializing agent, contributes, unavoidably, to the transmission of sexist stereotypes derivatives of patriarchy, thus perpetuating the differences between women and men. Therefore, from the current regulations, the equity is conceived as one of the principles on which are based educational processes and the education in equal rights between the sexes, as one of its most representative purposes. Thus, and taking said importance, in this work we question whether in school centers, specifically in the classrooms of the third year of the second cycle of Early Childhood Education, effectively are being carried out those approaches that promote which is described in legal texts. Around this question, and after conducting a detailed analysis on the subject, the following objectives have been pursued: (1) describe schools where it has conducted this research, delving into various aspects from the gender perspective; (2) analyze stereotypes, related to gender, among students in the third year of the second cycle of Early Childhood Education (Children 5 years); (3) analyze the development of co-education in classrooms mentioned by the teachers and, by last, (4) describe and discuss concepts in various fields, about the sexes, that have families of students participating in the study. Thus, through a methodology framed in the field of Social Sciences and educational research, It has raised an integrative approach determined by qualitative and quantitative instruments. After analyzing the data collected through questionnaires and the observation period not participating, in the five school centers collaborating in this research, there were obtained the following conclusions: First, the analysis of the organizational documents of the schools (the Annual General Programming and the Educational Project) indicates that they do not maintain an active attitude towards equal opportunities for both sexes, being few the references found according to the subject; in the second place, the collected data confirm that students belonging to the third year of the second cycle of Early Childhood Education, embodies several of gender stereotypes, reaffirming the idea that girls are more likely to approach to the male, in front of the position, more reluctant by boys, to maintain relations with that which is not proper of their sex; in third place, relying on the performed analysis, we conclude that educational processes, around the co-education carried out in those classrooms by the teachers is, undoubtedly, deficient. For that, a number of matters have been responded, such as the importance that teachers give to the subject, the types of materials used, the activities carried out, among other aspects. Finally, based in families, it has revealed huge discrepancies between the information collected, so we are discoursing that families have found immersed in a subject that is not considered particularly relevant. Thus, parents and mothers of surveyed students conclude that gender discrimination is not a problem to eradicate, however, they are aware that genetics does not determine the personality of girls or boys. On the other hand, the families maintain a favorable position on the freedom of boys and girls to choose the profession they want to pursue, regardless of their sex. However, the data collected bring us close to a kind of family that helps to perpetuate the stereotype at their home, especially in the case of girls, so exist, therefore, a differential education by sex.