Didáctica con perspectiva de género: el papel de la mujer en la Primera Guerra Mundial
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2024-04-23
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Jaén: Universidad de Jaén
Resumen
El siguiente trabajo plantea el análisis histórico con perspectiva de género por parte del alumnado de primero de Bachillerato, en relación con los saberes básicos correspondientes a la Primera Guerra Mundial y el papel de la mujer en el enfrentamiento. El planteamiento que se propone en el aula constará del uso de una metodología tradicional y al mismo tiempo el uso de las metodologías innovadoras. Por esta razón, la actividad se dividirá en ocho sesiones de las cuales dos correspondan a la metodología tradicional y las restantes a la implantación de un aprendizaje basado en proyectos.
El resultado esperado de la actividad será que los discentes construyan un pensamiento crítico sobre la situación de la mujer en dicho periodo y sea capaz de extrapolarlo a cualquier momento de la historia y la actualidad.
The following essay proposes the historical analysis with a gender perspective by the students of the first year of Bachillerato, in relation to the basic knowledge corresponding to the First World War and the role of women in the confrontation. The approach proposed in the classroom will consist of the use of a traditional methodology and at the same time the use of innovative methodologies. For this reason, the activity will be divided into eight sessions of which two will correspond to the traditional methodology and the remaining ones to the implementation of project-based learning. The expected result of the activity will be that the students will build a critical thinking about the situation of women in that period and will be able to extrapolate it to any time in history and nowadays.
The following essay proposes the historical analysis with a gender perspective by the students of the first year of Bachillerato, in relation to the basic knowledge corresponding to the First World War and the role of women in the confrontation. The approach proposed in the classroom will consist of the use of a traditional methodology and at the same time the use of innovative methodologies. For this reason, the activity will be divided into eight sessions of which two will correspond to the traditional methodology and the remaining ones to the implementation of project-based learning. The expected result of the activity will be that the students will build a critical thinking about the situation of women in that period and will be able to extrapolate it to any time in history and nowadays.