Relaciones de género trabajadas por medio del arte de la madre tierra en niños del curso 201 de la Institución Educativa dDistrital Colegio Usaquén en el año 2021

Abstract

Currently, Mother Earth has been greatly affected in a negative way by the regrettable mark left by human beings on it, and the low awareness of the new generations regarding the care and conservation of nature. On the other hand, the different cultures and ancestralities present in society have defined marked gender stereotypes in children, which make it impossible for them to adequately develop freedom of expression. These actions were evidenced during a process of observation, analysis and questioning of the educational environment present at the Usaquén I.E.D. school, later carrying out a more specific recognition and exploration of the second grade students of said institution, denoting their beliefs, learning, attitudes and feelings regarding these two major themes, a genuine interest in new learning was evident, the understanding of views different from their own and the execution of actions that can contribute to the creation of a healthy coexistence based on self- and other-recognition. In accordance, a project is proposed in which these two themes are articulated through art, where boys and girls manage to transform the gender stereotypes in which they are immersed, through expressions that are executed with materials obtained from Mother Earth, making at the same time a compensation to nature in the form of an offering, (this prior to some activities that generate awareness regarding the importance of care and respect for Mother Earth), using this artistic expression as a sign of vindication against the acts that threaten nature carried out by man in the past. Likewise, the works of art reflect actions and objects that highlight actions that seek to recognize and modify some gender stereotypes highlighted in the daily lives of boys and girls. This document contributes to our training as teachers to understand pedagogy not simply from the power, transmission, mechanization and memorization of content; but how to link other spaces that are part of the context of the subjects to generate a significant experience. This document presents a pedagogical project, which was developed and executed at the Usaquén school, based on the gender perspectives evidenced in sessions prior to the presentation of said project, where boys and girls emphasized their conceptions and beliefs based on gender when socializing with their peers, and their broad interest in nature and art was also observed (interests that are expressed in the development of this document). At school, a sexist educational environment could be seen where a significant number of activities, actions and dialogues presented a sexist context which has been normalized over time by the teachers and directors of the school, starting from the way in which teachers decide to organize their classroom, assigning fixed seats where students are separated by their gender and height, likewise when having activities outside the classroom, teachers organized their students in two rows delimited by the sex of their students, similarly in public events where students gathered in the central courtyard, such as flag raising events, folkloric and leisure events, a specific space was available for each classroom which was thought of in the two rows that each class had (one female and one male). This is how a motivation is found to use this project in the described school environment, also providing new knowledge for students and the empowerment of concepts such as gender perspectives, transforming them into their own and internalizing them, to later recognize which of these are related to their own interests and which to the influence of culture and society in their lives. The aim is to present a pedagogical proposal raised and thought to be developed in the classroom and outside of it, taking into account that the planet Earth was going through a health emergency due to the COVID-19 virus, which is why government entities limited places of high influx to reduce cases of contagion, and in closed places, including schools, academic presence of students was not allowed. Taking as a reference the work carried out by the teacher Gary Gari Muriel, from 2009 to 2011 regarding a process defined as "Arts of Mother Earth", it is of utmost importance to work on raising awareness for the care of Mother Earth with children of school age, so that from there they position themselves as conscious human beings and who also have knowledge regarding their culture and ancestry.