MÓDULO 4

Módulo 4, Introducción: Aprender de los contenidos

 

Descripción

Los recursos económicos, sociales y personales de las mujeres son más vulnerables a medida que envejecen que los de los hombres, porque las mujeres suelen estar limitadas por los roles de género femeninos durante toda su vida. Las mujeres mayores aprenden para satisfacer sus necesidades personales y provocar un impacto en las distintas entidades a las que pertenecen (pareja, familia, comunidad local, etc.).

 

Resultados del aprendizaje: 

  • Conocimiento

Los participantes obtendrán conocimientos sobre la educación de adultos mayores para las mujeres mayores.

Serán capaces de reconocer el significado social y la importancia de la educación relacionada con el género para las personas mayores.

 

  • Habilidades

Serán capaces de reconocer la importancia social y de compromiso en la educación de adultos mayores en función del género.

Son capaces de comunicarse eficazmente con los alumnos mayores en general y con las alumnas mayores en particular.

 

  • Competencias

Los participantes serán capaces de identificar las necesidades, los deseos y las aspiraciones de las mujeres mayores así como de comprender cómo abordarlas en los materiales de aprendizaje y cómo elegir los métodos adecuados para impartir un programa educativo para este grupo meta.

Serán capaces de sintetizar el conocimiento vivencial de las alumnas con el conocimiento disciplinar sobre la vejez, las mujeres mayores y sus problemas.

 

Duración

2,5 horas (60 min f2f + 45 min en línea + 45 min en línea)

El estudio de las necesidades, los deseos y las aspiraciones

 

Duración:

60 minutos

 

Objetivos de aprendizaje:

Las alumnas tomarán conciencia de los puntos fuertes y débiles de las mujeres mayores y comprenderán que sus necesidades pueden consistir en una carencia o en objetivos de crecimiento personal: Aspiran a alcanzar (por fin) su potencial personal y a liberarse de las obligaciones familiares así como a disfrutar libremente de la vida.

 

Metodología:

Sesión presencial

 

Contenido (lista de actividades y breve descripción):

Preparación: 

Para romper el hielo "¿Cuándo te sentiste invisible o humillado por primera o última vez?" (variación: "¡Vamos a convertirnos en invisibles por 3 minutos!") (Actividad 1)

 

Trabajo del curso:

Ejercicio vivencial: "Etiquetas". (Actividad 2)

Discusión sobre el contenido del módulo.

 

Reflexión:

Los alumnos deben ser capaces de argumentar sobre cómo les ayudan las etiquetas en la vida cotidiana y qué otros atributos prevén para ellos mismos (objetivos de desarrollo personal).

Identificar los temas educativos relacionados con el género

 

Duración: 

60 minutos

 

Objetivos de aprendizaje:

Los participantes son capaces de identificar los problemas relacionados con el género de las mujeres mayores en su vida social cotidiana, su entorno laboral y su entorno cultural.

 

Metodología:

Sesión en línea (Zoom)

 

Contenido (lista de actividades y breve descripción):

Preparación: 

Para romper el hielo: "Cambio de género durante la noche". (Actividad1)

 

Trabajo del curso:

Discusión enfocada sobre los roles de género sobre la base del gráfico “10 ejemplos de roles de género tradicionales nocivos”. Los participantes también deben proporcionar ejemplos de roles de género. Asegúrese de que los términos "discriminación de género" e "igualdad de género" estén definidos y explicados de antemano. (Actividad 2)

 

Reflexión:

Al final de la discusión, se pide a los alumnos que imaginen cómo sería el mundo en el que los hombres y las mujeres son iguales (pueden dibujarlo, o escribir un poema al respecto, etc.).

Cómo elaborar un programa educativo a partir de sus conclusiones

 

Duración:

45 minutos

 

Objetivos de aprendizaje:

Los alumnos están familiarizados con los métodos de aprendizaje colaborativo y transformador y pueden aplicarlos.

 

Metodología:

Sesión en línea (Zoom) 

 

Contenido (lista de actividades y breve descripción):

Preparación: 

Para romper el hielo: "Menciona algunas mujeres excepcionales de la historia"  (Actividad 1)

 

Trabajo del curso:

Ejercicio en grupo: "Guarda lo mejor para la eternidad". (Actividad 2)

Un contenido alternativo para un programa educativo puede estar relacionado con las redes sociales y la información práctica sobre los bancos de tiempo. (Actividad 3)

 

Reflexión:

" ¿Cuál de las ideas de esta sesión te ha inspirado de alguna manera?" (Actividad 4)

 

Autoevaluación.

Gerda Taro
1910 - 1937

Pioneer of war photography
Gerda Taro, nee Gerta Pohorylle, was born in Stuttgart and educated in Leipzig, Germany. As she is from a Jewish family, she flees from the Nazis to Paris in 1933. There she lives a bohemian lifestyle with her friend Ruth Cerf and eventually meets Endre Ernő Friedmann, better known today as Robert Capa. Together, they start documenting the Spanish Civil War in 1935, after Gerda had invented their alter egos in order to better sell Endre's and her own pictures. Inspired by their own political convictions, they only take pictures of the the fight of the republican troops against the rebellious franquist troops. Both of them try to be as close to the action as possible - a goal which eventually led to Gerda's death. Despite the fact that her pictures only cover 1 year of the war, her pictures are those that went around the world. Together with Robert Capa and with David Seymour, she developed modern war photography as we know it today during this short period of time. Since she officially was Capa's agent and he sold many of her pictures as his own, it took until the 2000s until people began to recognize her as an artist in her own right rather than only his partner: In 2007, the so-called Mexican Suitcase was found in Mexico City, a suitcase containing thousands of negatives believed lost by Capa, Taro and Seymour. Since then, many photographs originally attributed to Capa are known to have been taken by Gerda. However, during her short life, Taro was well known and when she was killed in 1937 by a tank, - she was only 26 - thousands of people attended her funeral in Paris. The funeral procession, led by Pablo Neruda and Louis Aragon, became a demonstration against fascism.

Marie-Claire Chevalier
1955 - 2022

The one whose trial for illegal abortion changed the law against abortion in France
In 1971, Marie-Claire Chevalier was 16 years old when she became pregnant after being raped by a boy two years older than her in high school. The young woman asked her mother to help her have an abortion. The mother turned to an underground doctor, but her daughter suffered a hemorrhage that forced her to the hospital. Her rapist, arrested for stealing a car, decides to turn her in against his own freedom. She is directly accused, as are four other women, including her mother, because in 1971 the voluntary termination of a pregnancy was illegal in France and punishable by six months to two years in prison. She was then convicted at the Bobigny trial and all were defended by lawyer Gisèle Halimi. Gisèle Halimi made of this trial and of Marie-Claire Chevalier a political symbol for the right to abortion. The case will forever mark French history and symbolize real progress for women's rights. Extremely mediatized, the trial closely followed by many personalities ends on a brilliant victory. Three years later this judgement, things started to move. This event contributed to the adoption of the Veil law and the legalization of abortion in France in 1975.

Having suffered greatly from this trial, she attempted suicide. Then, she chose to return to anonymity by changing her name. At her death, she received tributes from the President of the Republic, Emmanuel Macron and feminist associations.

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
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Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
continue reading

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very...
continue reading