Brecha en la igualdad de género en las aulas de Educación Secundaria. Educación artística

Ana M. Vernia Carrasco

doi:10.55777/rea.v17i33.4584

Authors

Ana M. Vernia Carrasco Univesidad Jaume I, España https://orcid.org/0000-0003-2729-9287

DOI:

https://doi.org/10.55777/rea.v17i33.4584

Keywords:

SDGs, Musical education, Interdisciplinarity, Co-education, Competencies

Abstract

Artistic education is not just entertainment, its benefits are already known from multiple and different investigations. On the other hand, education cannot be understood in a fragmented way. Employability, transformation, co-education, innovation or creativity are part of the comprehensive training of people, trying to avoid any gap in gender equality. Our proposal is based on research in the field of secondary education and with the collaboration of teacher-students of music, plastic and visual arts and physical education. The theoretical framework supported the hypothesis about the need to take music as an interdisciplinary subject to improve educational quality, within the framework of attention to gender equality. A mixed qualitative-quantitative was chosen, with a small sample. The results indicate that there is still a gap regarding gender equality associated with some educational activities. The conclusions led us to propose, on the one hand, a necessary reflection on the curriculum, and on the other hand, the possibility of including an option aimed at improving training regarding coeducation. In relation to the Sustainable Development Goals (SDG), music education is considered as a facilitating tool for interdisciplinarity between the arts and other subjects of secondary education.

Downloads

Download data is not yet available.

Author Biography

Ana M. Vernia Carrasco, Univesidad Jaume I, España

PhD from the University of Barcelona. International Master's Degree in Communication and Education. Master in New Communication and Information Technologies applied to Education Mus. She is a lecturer at the University Jaume I (Castellón, Spain). Her research lines move between education, pedagogy, and quality of life, through music. She is coordinator of the research group Q-HEART and Director of the Chair ‘L'Alcora de Investigación Musical y Calidad de Vida’. She directs different projects for quality of life through musical research (MUSAS, MUSICALL, MEPA ‘Músicas para la Vida’) and has won several awards related to education, quality of life and music. President of the Society for Music Education in Spain (SEM-EE).

Translated with DeepL.com (free version)

References

Álvarez García, Francisco J. y Nieto-Miguel, Ignacio. (2022). Arte y educación artística: Una reflexión sobre la creatividad y la interdisciplinariedad de los lenguajes artísticos. Artseduca, (31), 251-262. http://doi.org/10.6035/artseduca.603

Altun, Zühal, D., & Eyüpoglu, Gülçe (2018). Investigating Views and Practices of Music Teachers' about Inclusive Education. Journal of Education and Training Studies, 6(11), 83-94. https://eric.ed.gov/?id=EJ1191629

Ayala Herrera, María y del Castillo Ferreira Mercedes, (2008). Música, interdisciplinariedad e inclusión social. El friso sonoro como propuesta de aplicación en el aula. Actividades lúdicas em contextos culturais: interdisciplinaridade e inclusao. Capivari De Baixo (Brasil): Fucap. (127-136).

Barbera, N., y Inciarte, A. (2012). Fenomenología y hermenéutica: dos perspectivas para estudiar las ciencias sociales y humanas Multiciencias, 12 (2), 199-205, Venezuela: Universidad del Zulia.

Boichenko, Maryna, Nikolai, Halyna, Linenko, Alla, & Koehn, Natalya (2020). Interdisciplinary Coordination in Historical-Theoretical and Music-Performing Training of Future Musical Art Teachers. Journal of History Culture and Art Research, 9(1), 225-235. https://doi.org/10.7596/taksad.v9i1.2434

Carbó Ribugent, Gemma, Servalls Munar, Roser (2021). Artistic and Cultural Education for Sustainable Development: A Case Study from a Rural Life Museum in Spain. In: Wagner, E., Svendler Nielsen, C., Veloso, L., Suominen, A., Pachova, N. (eds) Arts, Sustainability and Education. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore. https://doi.org/10.1007/978-981-16-3452-9_3

Cuervo, Laura (2018). Study of an interdisciplinary didactic model in a secondary education music class. Music Education Research, 20(4), 463-479. https://doi.org/10.1080/14613808.2018.1433148

Fox, David (1981). El proceso de investigación en educación. Pamplona: EUNSA.

Heras, María (2022). Art and Connectedness within Sustainability: Educating Through Aesthetic Pedagogies. In: Vare, P., Lausselet, N., Rieckmann, M. (eds) Competences in Education for Sustainable Development. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-91055-6_18

Iverson, Brittany (2011). Music and gender: A qualitative study of motivational differences at the upper elementary level. Visions of Research in Music Education, 18. Disponible en http://wwwusr.rider.edu/vrme~/ (Fecha de consulta: 5/7/18).

Javeau, Claude (1982): L'enquête par questionnaire : manuel à l'usage du praticien. ISBN: 2-8004-0771-9. Bruxelles : Éd. de l' Université de Bruxelles ; Paris : Éd. d' Organisation

Martínez Lirola, M. (2020). Hacia una educación inclusiva: formación del profesorado de primaria enmarcada en los ODS que potencian la igualdad de género. Revista Iberoamérica de Educación. https://doi.org/10.35362/rie8223596.

Sánchez Torrejón, Begoña, Álvarez Balbuena, Ana y Escribano Verde, María (2021). Logros y desafíos de la (co) educación: un camino violeta por recorrer. Revista de Estudios Socioeducativos. ReSed, (9). http://doi.org./10.25267/Rev_estud_socioeducativos.2021.i9.10

Sierra Bravo, Restituto (1988): Técnicas de investigación Social. Teoría y Ejercicios. Paraninfo, Madrid. 306

Sjöqvist, Anna, Göransson, Kerstin, Bengtsson, Karin & Hansson, Susanne (2021). The arts: a precious part of special education? How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden. European Journal of Special Needs Education, 36(3), 454-468. https://doi.org/10.1080/08856257.2020.1764809

Suominen, Anniina, Hiltunen, Mirja & Anttila, Eeva (2021). Arts Education Research, Projects and Pedagogy of Three University Programmes in Finland. In: Wagner, E., Svendler Nielsen, C., Veloso, L., Suominen, A., Pachova, N. (eds) Arts, Sustainability and Education. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Singapore. https://doi.org/10.1007/978-981-16-3452-9_2

Valdebenito, Lorena (2013). Educación Musical y Género: Una perspectiva inclusiva- desde el currículum de aula. Revista NEUMA. 6,2. Universidad de Talca, pp. 58-66. Disponi-ble en http://musica.utalca.cl/DOCS/neuma/2013-2/neuma%20n%C2%BA2%2058-67.pdf

Valdés Morales, René y Gómez-Hurtado, Inmaculada (2019). Competencias y prácticas de liderazgo escolar para la inclusión y la justicia social. Perspectiva Educacional, 58(2), 47-68. http://dx.doi.org/10.4151/07189729-vol.58-iss.2-art.915

Vernia-Carrasco, Ana M. (2019). Las músicas en la formación de los maestros y maestras en educación primaria. ¿Puede la música concienciar en la diversidad de género? Dossiers Feministes, 25, 2019, 43-56 - ISSN: 1139-1219 - e-ISSN: 2340-4930 - DOI: http://dx.doi.org/10.6035/Dossiers.2019.25.

Vernia-Carrasco Ana M. (2020). La educación musical y cultural para los ODS. ArtyHum, 1, 293-309. https://dialnet.unirioja.es/ejemplar/567796

Vizcaíno Zúñiga , P. I., Cedeño Cedeño , R. J., & Maldonado Palacios , I. A. (2023). Metodología de la investigación científica: guía práctica. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 9723-9762. https://doi.org/10.37811/cl_rcm.v7i4.7658

Wang, Bin & Li, Ping Ping (2021). Interdisciplinary approaches to arts education: Exploring the link between creative thinking and mastering exact sciences. Thinking Skills and Creativity, 42, 100968. https://doi.org/10.1016/j.tsc.2021.100968