Los Roles y Estereotipos de Género en Educación Infantil
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2021-01-28
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[ES]Durante el desarrollo de este trabajo, se muestran los factores que influyen en la creación de estereotipos y roles de género desde la etapa de Educación Infantil.
En primer lugar, se explican los factores que ejercen mayor influencia sobre los/las menores, que son, todos los que se encuentran en su entorno: la familia, la escuela, los medios de comunicación y el juego. Con el fin de prevenir esos estereotipos y roles de género, se lleva a cabo una propuesta de intervención titulada “¿Qué haces tú que yo no pueda?”.
En la segunda parte del trabajo, se realiza una propuesta de intervención, donde se justifica la necesidad de llevarla a cabo y el contexto en el que se va a desarrollar, el contenido curricular propio de la etapa y el específico de la propuesta, la metodología llevada a cabo y para finalizar, la evaluación.
[EN]During the development of this work, the factors that influence the creation of gender stereotypes and roles from the Early Childhood stage are shown. Firstly, the factors that exert the greatest influence on minors are explained, which are all those who are in their environment: family, school, the media and gambling. In order to prevent these stereotypes and gender roles, an intervention proposal entitled “What are you doing that I can't?” Is carried out. In the second part of the work, an intervention proposal is made, where the need to carry it out is justified and the context in which it will be developed, the curricular content of the stage and the specific content of the proposal, the methodology carried out and finally, the evaluation.
[EN]During the development of this work, the factors that influence the creation of gender stereotypes and roles from the Early Childhood stage are shown. Firstly, the factors that exert the greatest influence on minors are explained, which are all those who are in their environment: family, school, the media and gambling. In order to prevent these stereotypes and gender roles, an intervention proposal entitled “What are you doing that I can't?” Is carried out. In the second part of the work, an intervention proposal is made, where the need to carry it out is justified and the context in which it will be developed, the curricular content of the stage and the specific content of the proposal, the methodology carried out and finally, the evaluation.