approaches to the phenomenon of violence against women is always a difficult task, both the complexity of the topic and the amount of prejudice that often surround and even obscure the issue.
live in a world of violence, and nobody can deny. We found all around us: in the street, families, in schools, in society in general, unfolding daily through behaviors, attitudes, and prejudices that invade us and make us victims sometimes, other aggressors, the most accomplices or witnesses. Who among us has not suffered "against themselves or others" an everyday experience of violence in the classroom or school?
Is it a lack of strategies for interpersonal relationships? Is it the result expected from a species that has a despotic and irresponsible in the world? Is it the result of living in dysfunctional families? Is it the result of a fast-paced lifestyle that we "promised" quick and easy success?
little bit of everything there.
Whatever the case, and this much we know teachers, violence becomes increasingly easy and immediate appeal that is used to impose criteria, values, ideas and wills, a daily instrument governing relations between people and that threatens their physical, mental, economic and sexual.
objectively What about the violence? (José Sanmartin, 2004)
1. That during adolescence is when displayed behaviors associated with antisocial behavior: 13 years on them and on the 14 for them, and usually disappear between 17 and 18 in them and 23 and 24 of them.
2. The highest rate of aggression and victimization is between 20 and 24.
3. The male is the higher risk factor both as regards the perpetrators and victims: 20% of genetic factors, plus 20% of evolutionary factors, plus 60% of environmental factors are to blame.
4. That these characteristics are met in all types of violence except one: GENDER VIOLENCE in all its forms (physical, sexual, psychological and economic) in which the perpetrator is the man and the victim: women.
And most curious of all, it is precisely this aspect of violence raises the most rejection.
The data is indisputable, tragic, immoral and unjust and a reality show in which women in a subordinate and subject to the male subject. He says the UN, WHO, the European Union, individual governments, and yet most people tend to not admit it openly deny it with arguments that as teachers we are, not admit our own students, "as I do not pass, then not pass. " It is true that this argument (which is universalized the particular) is very common, but we highlight two issues: first, that is incorrect and therefore invalid, and second, we do not do the same thing with other everyday phenomena that affect our emotions.
In fact, no one thinks that "as I am not poor, then there is poverty," or "as I have not a tumor, then there is no cancer, etc.., And yet everything referred to structural violence against women is, at least, minimized, and all measures taken to combat this kind of structural violence is criticized.
I know very well, have long been engaged with these issues: researching, writing books and articles, lecturing, teaching and organizing awareness training (police, health workers, teachers, students), creating intervention programs etc. No, not flash in the pan, or media opportunities: they are already about 17 years of dedication, with better or worse, to the knowledge of the structural violence against women and the fight to eradicate it.
And it is precisely the result of this dedication I have very clear what is the need to be integrally involved in schools through essential programs (not cross) for tutoring, curriculum and extracurricular activities that enable the recognition and modification the entire system of values \u200b\u200bthat subordinate women and become the victim of violence, although none that I know has suffered directly:
If you realize just introduce a new variable: the value system, and it is here where the key to everything. Violence against women can be eradicated only if we act in the field of prevention, and this is only possible if we can go beyond the personal stories of battered and batterers and focus on the cultural (and social interests partners) that make possible the structural violence against women.
We can not wait, because there exist no easy answers to the phenomenon of violence against women. Must be approached gradually and to end, from a multiplicity of knowledge: History, Biology, Language, Philosophy, Mathematics, Archaeology, Politics, Anthropology, etc., In order to build a proper context to understand it as a universal phenomenon, to recognize how it is presented to us and to intervene as people and teaching professionals in their eradication .
The establishment and monitoring of comprehensive programs to intervene in students is necessary. As we see year after year the subjective response that provides psychotherapy and judicial intervention are not sufficient, although necessary. Once and for all we must consider combat subordinackión contexts of women, who are, ultimately, which normalized any form of violence against it. But yes, if we do not do half, or as a pure showcase, but we aumirlo as a crucial task whose benefits, if achieved, will be available long term. Sorry for the Ministry and the Women's Institutes, but such actions can not be political gain.
I've been over the last year finalizing a comprehensive intervention progrm in the classroom, taking as its starting point a basic principle: the question of violence against women can be approached from many directions without imposing a "grief" to development of the activities in the IES. Without impeding the development of curriculum or tutoring, without loading more work to guardians or teachers and, moreover, without altering the daily rhythms of the centers.
My job in this regard is based on four principles:
First: It takes as its starting point the real situation of the education system: curriculum, mentoring, scheduling, timing, etc.
And so the mentoring program not only does not exceed seven hours, but also may be offered in less (or more), depending on the specific circumstances of students and teachers. In any case, give you different ways to address it, shorten it and / or expand. What
used to propose a program of 10 sessions, for instance, which also uses videos, which can extend the program two or three hours, go for the TV or computer, move it to the classroom, making connections, operating all perfectly, and so on., time consuming to be taken into account. Also, if the program matches on days with exams, recoveries, extracurricular activities, parties, etc., We can take time to add another three weeks or less, so that the ten sessions would last at least 16 weeks, since the tutoring of 4 º ESO are one hour per week.
If we look at a calendar, then we would that we will match holiday periods, so that practically the guidance of the ESO 4 º could only address this issue and little else.
Second Centra targets in the recognition and transformation of values \u200b\u200bthat cause domestic violence, pointing, therefore, the epicenter of the phenomenon of structural violence against women, and focuses on the causes and not effects .
For this reason the objectives and program content should not be an autobiographical character, or whatever it is, a conception of violence against women, as a psychological problem that affects the abused and abusers, because that is precisely the necessary condition for that is impossible to combat domestic violence as a universal phenomenon, or generate an appropriate structural understanding of the values \u200b\u200bthat produce violence and discrimination against women.
social skills depend on a context of interpretation in themselves have no value: thus, for example, take something to crawl is the idea of \u200b\u200bmarriage for the Yanomamo of the Brazilian rainforest. All we identify future violent relationships, but what is preventing it. Edit modes-of-being and feel (cause) is not the same as changing behavior (effects). Remember that learning and aprehendizaje not follow the same patterns.
We forget, moreover, the students and the students can recognize the sexist and violent attitudes. But complementary relationships continue to generate negative (dominance / submission) that subordinate women, because from the perspective of cultural values, the individual is transcended by the relationship: being a mother, being a wife, being a parent, be a husband, etc., And social functions attributed to each sex.
is useless, therefore, a program that does not affect the system of relations, but still considered abuse from a reductionist perspective of self and their behaviors.
Does this mean that does not take into account the students' daily experience?
Of course not.
Third: The methodology consists in taking as its starting point the daily experience of students to connect with the system of cultural values \u200b\u200bthat make this possible, so that the students recognize these values \u200b\u200bin themselves and in others, thus contributing decisively to modify, understand the impulse, biologically and socially induced, they have to do with loving relationships and family, and report citations violence against women that occur around them.
If we want to prevent domestic violence we must act on the causes, and how they relate to the ways of being and feeling gender relations within a society and a culture, then we create strategies that go models for the generation of cultural intervention, which is just another innovation that brings viewers (fourth).
But the novelty goes further, because far from being a dichotomous program which places students with a clear choice: Choose a type of non-sexist gender relations or other structure that perpetuates negative complementarity between the masculine ( domain) and female (subordination), hoping that students choose the first option, takes no reservations, but this is the option taken rationally, emotionally opt for the latter.
As they say Reyna and Farley (2007) the dichotomous decision model are based on theories on decision-making called "behavioral decision structures" or "theory of reasoned update" and are based on the assumption that teenagers are going to put in a fair balance risks and benefits and then obey wing behavior rational decision.
But obviate a very important fact: teenagers' brains tend to give more weight to the benefits and least damage, so they are drawn more by their emotions rather than reason. We can not deny that the chemical effects of being in love is more powerful than any rational principle to try to warn of the dire biological consequences (jealousy, depression, etc) you can drag and sociocultural. (subordination of women through its reduction to the roles of mother and wife).
brain areas that later develop (mature) are those associated with brain functions that involve activities such as planning, reasoning and impulse control (not until the early adult). U.S. Researchers
Univ of S. California Francisco, Univ of Illinois at Chicago, the National Institute of Health Mint, set the option to help adolescents to think more like adults, more intuitive.
Although it seems contrary to Piaget creator of the psychology of development: Children are intuitive and analytical develop into adults, I believe that rather than an opposition would be a syncretism, because although adults develop an analytical brain, it is true that effective elective, as in anthropology habits can not be continuously reconsidering and deciding, for what they create, through the values, immediate response systems. And that's what I tried to do with my program.
- No weigh risks and benefits, but to reduce benefits and other benefits compared to alternatives. Not so much how bad are these relations but what kind of relationships are better.
- As Aristotle says, young people lack experience, that means you have difficulty understanding the idea of \u200b\u200b"harmful consequences" ... We must focus on the consequences, critics of the topics that promote relationships of risk and help them to reach appropriate conclusions. This makes these decisions more lasting fix.
- Ideally, the context: family rules, media, education, conceptual content and activities by students, to strengthen this model constructed by the student.
- Furthermore, given the need to monitor and review its system of relationships and behaviors, we should involve parents.
- also must be helped to engage them them through the fight against violence on women.
Fifth: It takes into account the reality of teachers and their interests, motivation and training.
So, is designed so it can be delivered by external monitors or by the teacher who exercises guardianship.
As tutoring can fall on anyone and training is varied, the teacher's manual offers comprehensive information covering many different disciplines forming a contextual framework that explains diachronically and synchronically, the biological, social and cultural factors that underlie violence Structural against women.
Now I'll try that one institution wants to become care of him.
Well, to be honest, the Department of Health Murcia City Council wants to offer it from their prevention programs for youth and is now three months working on the final design (it is almost finished), but as you can imagine, it now appears that it is not clear that there may be money to develop the program because of the crisis, they say.
The Ministry of Education and the Institute for Women of Murcia, neither are nor are they expected ... So we'll see ...
have to keep trying and see if I can convince the authorities that there are issues that should be beyond political and personal interests.
A greeting.
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