La no neutralidad en educación social: Posicionamiento de las universidades públicas catalanas sobre la violencia de género

Identificador:  imarina:9444617

Handle: https://hdl.handle.net/20.500.11797/imarina9444617

Autores:  Ginés Puente Pérez; Sara Carbonell Sevilla

Resumen:
Through a discursive analysis using proposals from Feminist Action-Participation Research and Communicative Methodology, the idea of neutrality and non-neutrality in Catalan public universities will be examined, generally, and in the Social Education degrees and their relationship with gender violence, specifically. It is emphasized that the supposed neutrality in social education is fictitious, as various factors such as the beliefs and values of the teaching staff, the political system, ideologies, available resources, and the country's context influence the curricular content, how it is taught, how students interpret it, and how they apply it to their lives. In this sense, the need to work towards offering a variety of perspectives and fostering critical thinking in students is proposed. Likewise, the importance of actions and awareness going hand in hand is suggested to reverse the situation and address the need to improve training to prevent gender violence.