Module 4

Module 4 Introduction : Identifier l'importance sociale et le rôle de la formation des personnes âgées en fonction de leur sexe

 

Description :  

Les ressources économiques, sociales et personnelles des femmes sont plus vulnérables à mesure qu'elles vieillissent par rapport à celles des hommes, car les femmes ont tendance à être limitées par les rôles féminins toute leur vie. Les femmes âgées se forment afin de répondre à leurs besoins personnels et produire un impact sur les communautés auxquelles elles appartiennent (couple, famille, communauté locale, etc.).

 

Objectifs d'apprentissage :

  • Connaissances

Les participants apprendront à se familiariser avec la formation pour les femmes âgées.

Ils seront en mesure de reconnaître l'importance sociale et l'engagement de la formation des personnes âgées en fonction de leur sexe.

 

  • Aptitudes

Les participants seront en mesure d'analyser le comportement et les besoins d'apprentissage des apprenantes âgées.

Ils sont capables de communiquer efficacement avec les apprenants âgés en général et les apprenantes âgées en particulier.

 

  • Compétences

Les participants seront capables d'identifier les besoins, les souhaits et les aspirations des femmes âgées et de comprendre comment y répondre dans le matériel pédagogique et comment choisir les méthodes appropriées pour dispenser un programme éducatif à ce groupe cible.

Ils seront capables de synthétiser les connaissances expérientielles des apprenantes avec les connaissances disciplinaires sur la vieillesse, les femmes âgées et leurs problèmes.

 

Durée : 2,5 heures (60 min face en face + 45 min en ligne + 45 min en ligne)

Analyser les besoins, les souhaits et les aspirations

 

Durée : 60 minutes

 

Objectifs d'apprentissage :

Les apprenants prendront conscience des forces et des faiblesses des femmes âgées tout en comprenant que leurs besoins peuvent correspondre à une carence ou à des objectifs d'épanouissement personnel : Ils aspirent à (enfin) réaliser leur potentiel personnel et à être libérés des obligations familiales et à profiter librement de la vie.

 

Méthodologie :

Session en face à face

 

Contenu (liste des types d'activités et petite description) :

  • Préparation : activité brise-glace "A quand remonte la première ou la dernière fois où vous vous êtes senti invisible ou humilié ?" (variante : "Devenons invisibles pendant 3 minutes !")
  • Travail de cours : exercice expérimental : "Étiquettes". 
  • Discussion sur le contenu du module.
  • Réflexion : les apprenants devraient être en mesure d'argumenter comment les étiquettes les aident dans la vie quotidienne et quels autres attributs ils envisagent pour eux-mêmes (objectifs de développement personnel).

Identifier les thèmes éducatifs genrés

 

Durée : 60 minutes

 

Objectifs d'apprentissage :

Les participants sont capables d'identifier les sujets genrés des femmes âgées liés à la vie sociale quotidienne, à l'environnement de travail et à l'environnement culturel.

 

Méthodologie :

Session en ligne (Zoom)

 

Contenu (liste des types d'activités et petite description) :

  • Préparation : activité brise-glace "Changer le genre du jour au lendemain".
  • Travail de cours : discussion ciblée sur les rôles de genre sur la base du graphique "10 exemples de rôles de genre traditionnels nuisibles". Les participants doivent également fournir eux-mêmes des exemples de rôles sexués. Veillez à ce que les termes "discrimination de genre" et "égalité de genre" soient définis et expliqués au préalable.
  • Réflexion : à  la fin de la discussion, les apprenants sont invités à imaginer à quoi ressemblerait le monde dans lequel les hommes et les femmes sont égaux (ils peuvent le dessiner, ou écrire un poème à ce sujet, etc.).

Comment développer un programme éducatif à partir de vos résultats

 

Durée : 45 minutes

 

Objectifs d'apprentissage :

Les apprenants connaissent et peuvent appliquer des méthodes d'apprentissage collaboratif et transformateur.

 

Méthodologie :

Session en ligne (Zoom) 

 

Contenu (liste des types d'activités et petite description) :

  • Préparation : activité brise-glace : "Citez quelques femmes exceptionnelles de l'histoire"  
  • Travail de cours : exercice en groupe de travail : "Gardez le meilleur pour l'éternité". Un contenu alternatif pour un programme éducatif peut être lié aux réseaux sociaux et aux informations pratiques sur les banques de temps.
  • Réflexion : "quelle idée discutée au cours de cette session vous a inspiré de quelque manière que ce soit ?".
  • Auto-évaluation

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