Reorganizar el patio de la escuela, un proceso colectivo para la transformación social

Bibliographic Data

ID5833322
AuthorsDafne Saldaña Blasco (Centro de Estudios Políticos y Constitucionales, corresponding author)
Year2018
Issue11
Pages185-199
Publication date2018-01-01
Open AccessYes
TypeARTICLE
VenueHábitat y Sociedad (JOURNAL)
Journal identifiersISSN: 2173-125X • E-ISSN: 2173-125X
PublisherEditorial Universidad de Sevilla (PUBLISHER • ES)
DOI10.12795/habitatysociedad.2018.i11.11
OpenAlexW2899984670
LanguageES
Citations received5
References cited5

The link between spatial design, the social construction of gender and gendered spatial education becomes evident in school playgrounds, where social and cultural roles are reproduced.In many cases we can observe the segregation of boys and girls in games and hierarchies between different zones, especially between center and periphery.Taking in account the importance of the school playground as a space for learning, play and coexistence, a methodology is proposed that, based on a collective process, seeks to generate proposals that incorporate gender equality, cooperation and social inclusion.This methodology combines different techniques, from the most traditional observations and interviews to resources from the dynamics used for citizen participation.The case that is presented demonstrates how to reflect and experiment with the reorganization of space can be a starting point to achieve deeper changes, both at the educational and community level

Education in Rural Contexts · Educational Practices and Policies · Gender and Feminist Studies

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