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

  1. Vernia Carrasco, Ana M. 1
  1. 1 Universidad Jaume I, España
Journal:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Year of publication: 2024

Issue Title: Education, Unnovation and Teaching-Learning Styles

Volume: 17

Issue: 33

Pages: 37-48

Type: Article

DOI: 10.55777/REA.V17I33.4584 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estilos de aprendizaje = Journal of Learning Styles

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.  

Bibliographic 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
Data source: Dialnet