19 research outputs found
Genero eta nazio identitateak Katalina Eleizegiren antzezlanetan
383 p. ; P.315-383: "Erauso Kateriñe" antzezlanaren edizioa dago.Doktorego tesi honen helburua Katalina Eleizegiren antzezlanetako euskal emakumearen irudiak aztertzea da eta XX. mendeko, bere garaiko, irudikapen femenino hegemonikoekin konparatzea.
Bere pertsonaia femeninoen bidez genero eta nazio identitateen mugak nola gainditzen dituen ikusiko dugu eta hori desberdindu ditugun bi garaitan aztertuko dugu: Nazioaren ohorez eta Autoexilioa.
Lehen garaian Donostian bizi izan zen, familaren etxean, eta lehiaketa literarioak irabazi zituen bere lehen hiru antzezlanekin, honen ondorioz antzeztu eta argitaratu zituzten. Bere pertsonaia nagusiak arketipo manikeo izatetik urrun daude, emakumeen dualtasunak irudikatzen dituzte Gilbert eta Gubar ikertzaileen The madwoman in the attic lanari jarraiki. Hau eginez, protagonistaren irudia osatzen zuen, emakume eredugarria (tradizionala, bertutetsua eta kristaua), kanonetik irteten ziren beste emakume batzuekin: sorginak, pobreak, zaharrak edo pinpirinak. Bere drama historikoak xede abertzale eta kristauarekin idazten zituen, euskal nazioaren iraganaren, tradizioaren eta historiaren eraikuntzan parte hartuz.
Bigarren garaian Lizarrara joan zen bakarrik bizitzera eta ez zen ia irteten bere gelatik. Urte hauetan ez zuen antzezlanik aurkeztu lehiaketetan, eta beraz, ez ziren argitara eman orduan idatzitakoak. Haietako bat izan zen Katalina Erausoren bizitzan oinarrituta idatzi zuen drama historikoa aztertu dugu, (Erauso Kateriñe izenburua ipini zion moja-soldadua izan zenari buruzko antzezlanari). Garai horretan ohikoa zen emakume idealaren irudia zentrotik mugitu zuen pertsonaia historiko honen hautua egitean. Hau eginez alde batetik ordura arte euskal kulturan baztertuta zegoen erreferentzia historikoa berreskuratu zuen eta bestetik “euskal emakume” izateko beste era bat proposatu zuen, hau da, genero eta nazio identitateak bestela bizitzeko modu desberdinak daudela ikusarazi zuen, agentziazio, autonomia eta autoritate ez-ohiko eredu bat eman zien 1960ko hamarkadako ikusentzule euskaldunei.
Hortaz, gorputza bizitzeko modu desberdinak erakutsi zituen pertsonaia transgenero bat emanez (bestela esanda, pertsonaia ez-arauemailea) eta trantsizioa aurkeztu zigun norbanakoaren zoriona eta askatasuna lortzeko bide gisa.
Euskal emakumeen historian zeharreko ohitura eta usadioak ezagutarazi zituen emakumeak euskal tradizioan eta kulturan kokatuz (tradizo zenbaiten ondorio kaltegarriak ezkutatu gabe). Eta emakumeen arteko adiskidetasunari ere tarte bat egin zion balore positibo gisa, eta maitasunaren alde pasionalari sufrimendu iturri eta zama gisa emakumeentzat.
Honekin guztiarekin bere antzezlan eta pertsonaiekin erresistentzia egin zion euskal emakumearen eredu hegemonikoari, marimutil estigmari ere aurre egin zion eta auzitan jarri zituen binarismoa eta diskriminazio generiko-sexuala.The aim of this research is to analize the images of basque women in the plays written by Katalina Eleizegi and to compare them with the hegemonic representation of her time (20th century).
We will see how does she go beyond the limits of gender and nation identities with her female characters and in wich way does she do it in the different two periods of her life and work: Nazioaren ohorez (in the name of the nation) y Autoexilioa (autoexilium).
In the first period she lived in San Sebastián (Guipuzcoa) in her family´s house and she won literary competitions with her first three plays. They were staged, and after this published. Her main characters weren´t arquetipal, as it used to be in her time, they represented women´s dualities as Gilbert and Gubar propose in their book The madwoman in the attic. Doing this Eleizegi completed the main character´s image, exemplary woman, (traditional, virtuous and catholic), with another type of women who were out of the canon; witches, poor, old or vain girls. She wrote her historical drama with a nationalistic and christian purpouses working in the construction of the narration of the basque nation, history, tradition and past.
In the second period she moved to Estella (Navarra) away from her famaily to life alone and she almost didn´t leave her room to go out. She didn´t took part in any contest and that´s why she didn´t get published what she wrote in that time. We have analized the historical drama she wrote then based on the life of Catalina de Erauso, the Lietenant Nun. Choosing this historical character she displaced the female ideal of this epoque, which uses to be the main character in the plays of this time. Doing this she recovered a historical reference forgotten by the basque culture besides of postuling other way of being “basque women” or living gender and nation identities in an other way. She gave an example of agency, autonomy and authority to the basque women who attended this play in the 60´s.
So, she discovered different ways of living our body providing us with a transgender character (a non-ruled one, in other words) and she shows us transition as a path to reach personal hapiness and freedom.
She uncovered the customs of the basque women in history and situated basque women in basque tradition and culture (without hidding the negative consequences for women of some traditions).
She also spoke about friendship among women as a positive value and love´s pasion as a burden and source of grief and sacrifice or women.
She resists against the hegemonic way of being a basque woman, she confront the butch estigma and put into cuestion tne binarism and the gender and sexual discrimination with her work and her characters
Gorputza eta generoa. Euskal kulturan eta literaturan
I. Hitzaurrea.
II. Marko teoriko kontzeptuala: Gorputzaren (hitz) gakoa(n). Ekintza eta pentsamendurako paradigma bat: Meri Torras (UAB).
III. Kulturari SO: Generoa, gorputza eta kultur identitate bizituaren analisia, euskaltasuna berrirakurtzeko ahaleginean: Mari Luz Esteban (EHU).
IV. Bertsolaritzan: Emakume bertsolariak: bertsotik bertsora, hanka puntetan: J. Miren Hernández (EHU).
V. Poesian: Emakume gorputzak eta gorputz emakumetuak: Leire Bilbao eta Miren Agur Meaberen gorputz poetikoen arteko elkarrizketa bat: Kattalin Miner (EHU).
VI. Narrazioan:
- Lau katu dira? Gorputza eta desira euskal emakume idazle garaikideen lanetako ahots subalternoetan eta bitarteko espazio identitarioetan: Amaia Álvarez Uria (EHU).
- Gorputz jipoituak, genero indarkeriaren sinekdokea literaturan: Gema Lasarte (EHU).
VII. Bi proposamen didaktiko:
- Deseraiki dezagun generoa harremanak eraldatzeko. Genero performatibitatea eta botere harremanak euskal narratiba garaikidean: Amaia Alvarez Uria (EHU).
- Begiradak literatura gorpuzten: Iholdi eta Xola: Gema Lasarte (EHU).
VIII. Egileen inguruan
The meaning and evolution of the term "coeducation" with the turn of the century: the case of the schools of Vitoria-Gasteiz
El término coeducación se suele utilizar cuando se habla de perspectiva de género o feminista en educación o al situar este tema en la escuela. Sin embargo, parece que en ciertos ámbitos la coeducación es un tema del pasado, algo que ya se ha superado en educación. Por esta razón cuando se habla de ello hay personas que cuestiona la necesidad de tratar estos temas como parte del currículum, ya que creen que es solo la familia la que debe transmitir este tipo de valores, y sin embargo, hoy en día aún no se ha logrado llegar a una escuela coeducativa. Este estudio pretende comprender cómo se entiende el término coeducación y cuál ha sido su evolución. La presente investigación relata un estudio diagnóstico centrado en 30 centros escolares de Vitoria-Gasteiz, en el que a través de cuestionarios a profesorado y grupos de discusión con familias, profesorado y alumnado. Se trata de un estudio de caso que recoge diferentes concepciones sobre la coeducación en los centros de la ciudad. Los resultados aportados constatan que es necesaria una actualización conceptual, ya que este término sigue asociado a la escuela mixta y a un concepto de igualdad basado en un sistema binario, y no se relaciona con otras opciones más recientes relacionadas con la feminización del conocimiento, la revisión de la masculinidad o la visibilización y la valoración de la diversidadAs we speak about gender perspective or feminism in education or at the school, people use the coeducation concept. In some areas it seems like coeducation was an ancient subject, an acquired matter in education. For this reason when it comes to talking about it there are people who question the need to treat these issues as part of the curriculum, since they believe that it is only the family that should transmit this type of values, and yet today they still do not have managed to reach a coeducational school. However, we have not reached a coeducative school yet. That is why this research pretends to know how this concept is understand and which has been its evolution. In the present article the reader will find a diagnosis made in 30 schools in Vitoria-Gasteiz. In those schools has been done focus groups with families, teachers and students, and we have found different ways of looking to this term, coeducation. It is a case study that gathers different conceptions about coeducation in the city. We have concluded that an update is needed for this concept, since it is still related to the mixed school (girls and boys studying together), and to the idea of equality based on a binary social system. Thus, it is not related to more recent ideas, as the feminization of knowledge, the revision of the hegemonic masculinity, or the visibilization and valuation of the diversit
Bertso-eskolak: alderdi sozio-emozionalaren garrantzia ahalduntze prozesuan
The teaching of bertsolaritza focused on acquisition of the technique and traditionally bertsolaritza has been an activity of men (Larrañaga 2013: 41). However, there have been changes in society, which have influenced the system of bertsolaritza and teach methods. In this work we wanted to know what kind of methodology current women bertsolaris and teachers use in verse schools and formal education and how they manage the Socio-emotional aspect and the empowerment process, focusing on their discourses and practices. To this end, 10 in-depth interviews and 16 observations were made. Among the results it can be seen the development of emotional intelligence, both personal and group; the gender perspective has been embedded in both formal and non-formal education, and teachers are trying to empower all students to become active agents.Hasierako bertsolaritzaren irakaskuntza teknikaren jabekuntzan zentratzen zen eta tradizionalki bertsolaritza gizonen jarduera izan da (Larrañaga 2013: 41). Mende aldaketarekin batera ordea, gizartean aldaketak egon dira, eta aldaketa horiek bertsolaritzaren sisteman eta ikaskuntzan isla eta eragina izan dituzte. Lan honetan egungo emakume bertsolari eta irakasleek bertso-eskoletan eta hezkuntza arautuan zer-nolako metodologia erabiltzen duten eta alderdi sozio-emozionala eta ahalduntze prozesua zelan kudeatzen dituzten ezagutu nahi izan dugu, euren diskurtso eta praktikei arreta jarriz. Horretarako 10 elkarrizketa sakon eta 16 behaketa egin dira. Emaitzen artean ikus daiteke adimen emozionalaren lanketa egiten dela, bai pertsonala bai taldekoa; genero perspektiba esparru formal eta ez formaletan txertatu dela, eta irakasleak ikasle guztiak ahalduntzen saiatzen direla, ikasleak bide horretan agente aktibo bihurtze aldera
Oral improvisation in Latin America according to its female protagonists
[ES] La improvisación oral en América Latina encapsula una variedad de tradiciones
que coexisten en el continente. Si bien estas tradiciones parten de contextos muy específicos, todas comparten un origen similar, producto del sincretismo cultural y social que definió la época colonial. De igual forma, también comparten una narrativa en la que las mujeres han sido invisibles hasta bien entrado el siglo XX. Teniendo en cuenta esa invisibilidad, este trabajo tiene como objetivo articular las reflexiones de
algunas de las más influyentes improvisadoras del continente sobre sus tradiciones. Para ello, hemos usado el método cualitativo y hemos recogido quince entrevistas en profundidad a improvisadoras de México, Chile y Cuba. Hemos analizado cómo perciben el estado de la improvisación oral en sus tradiciones, así como los retos actuales y futuros a los que se enfrentan. Tras la categorización y triangulación
de la información concluimos que, a pesar de las conservadoras realidades en cada tradición, las entrevistadas están abiertas a la experimentación siempre y cuando se mantengan algunas de las características fundacionales, así como la naturaleza comunitaria de la improvisación oral[EN] Oral improvisation in Latin America encapsulates an array of traditions
which coexist on the continent. Although these traditions developed in very specific contexts, they all share a parallel origin, product of the cultural and social syncretism that defined the colonial era. Similarly, they also share a narrative in which women have been invisible until the 20th century. By acknowledging this invisibility, this work aims to articulate how some of the most influential improvisers on the continent reflect on their traditions. To do this, we used the qualitative method and collected fifteen in-depth interviews with women improvisers from Mexico, Chile and Cuba. We have analyzed how they perceive the state of oral improvisation in their traditions, as well is
the current and future challenges they face. To do so, we have analyzed and triangulated the information. Despite the diversity of realities in each tradition, the interviewees are open to experimentation, as long as some of the foundational characteristics are maintained, including the community nature of oral improvisatio
Una propuesta interdisciplinar para trabajar la competencia digital docente en el Grado de Educación Infantil (UPV/EHU)
In the pandemic occurred in the new millennium it has become clear the presence and importance of Information and Communication Technologies in the day-to-day life, including early childhood. Therefore, the initial teacher training must consider the development of digital teaching competence (DTC). Because of that, in the second year of the Degree in Early Childhood Education a multidisciplinary work called "Influence of Screens in Childhood" is proposed. This case study analyses if this proposal facilitates the development of DTC. The sample consists of 166 university students. The content of digital concept maps has been analysed in relation to students' reflection about the influence of screens. The analysis of the oral presentations of their conclusions has been carried out through an observation scale and a self-assessment scale. From the realised analysis, it is concluded that the DTC of future teachers and the approach to the digital world have been successfully achieved thanks to the model on which the proposal is based. However, it is also clear that the possibility of transferring these results will depend on future research located in different contexts, which use other interfaces, or are related to other Degrees
Una experiencia teatral con estudiantes de Grado de Educación Infantil
This paper analyzes the students’ perception of Infant Education Grade about the theatre play called Kubik, designed by the Teatro Paraiso company for children 1 to 3 years-old, as an artistic-pedagogical proposal. The research is designed from a qualitative perspective, with the voices of the students of Teacher Training College. As conclusion, we assert by this study that the inclusion of theater and dramatization in the Infant Education Grade may serve as a substantial improvement for the pre-service teacher training. Moreover, we insist on the need to make step forward towards the knowledge of the person’s emotional and experimental sphere.Artículo Que Se PRESENTA Ofrece ONU Análisis pormenorizado De La percepción Qué tiene él Alumnado de Educación Infantil Sobre la Obra Teatral Kubik de la Compañía de Teatro Paraíso Como Propuesta artístico-pedagógicapara la ETAPA 0-3 años. La Investigación ESTA diseñada con Una Metodología CUALITATIVA, teniendo en Cuenta Las Voces Recogidas del alumnado de Magisterio. Como conclusión, se constata la del Que inclusión del teatro y de la dramatización en los Estudios de grado Envio de contribuir a la Mejora sustancial de la Formación docente, atendiendo a Las Demandas educativo-EMOCIONALES de las Niñas y Niños de Una perspectiva COMPETENTE e integral
The gender perspective in the curricula of Degree in the Teacher Training School of Vitoria-Gasteiz.
[ES] Este artículo describe una experiencia educativa innovadora centrada en el tratamiento que se está dando a la formación en género en los nuevos grados de la Escuela Universitaria de Magisterio de Vitoria-Gasteiz (en adelante EUMVG). La orientación elegida para introducir la perspectiva de género responde a los resultados de una investigación previa, realizada por la entonces dirección de la EUMVG dentro de una convocatoria impulsada por el Vicerrectorado de Calidad y Mejora de la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) en 2009. La convocatoria recibía el nombre de Plan de implementación y Seguimiento de Acciones de Mejora (PISAM), a la que se presentaron tres acciones de mejora, recibiendo subvención la que atendía al diagnóstico de la situación de la Igualdad en dicha escuela. Gracias a esa primera aproximación, se vio la necesidad de introducir la coeducación en los nuevos planes de estudio, y se concretó en esta propuesta que se presenta a continuación, en[EN] This research describes an innovative educational experience focused on the treatment given to a gender based training that is being conducted in the new degrees of the University College of Teacher Training of Vitoria-Gasteiz. The path choosen to introduce the gender perspective is based on the results of a previous research carried out by the present school management team. This research is within the Implementation and Monitoring of the Improvement Actions ́ Plan (PISAM) of the University of the Basque Country (UPV/EHU) in 2009, which has been chosen among other projects because of its proposal about doing a diagnosis related to the gender achievements of the mentioned University College. The research underlined the need to introduce the coeducation in the new curricula, and it was specified in this proposal. This project works on gender training as a cross curriculVizcarra Morales, MT.; Nuño, T.; Lasarte, G.; Aristizabal, MP.; Alvarez Uria, A. (2015). La perspectiva de género en los títulos de Grado en la Escuela Universitaria de Magisterio de Vitoria-Gasteiz. REDU. Revista de Docencia Universitaria. 13(1):297-318. https://doi.org/10.4995/redu.2015.6448OJS29731813
Los significados otorgados a las relaciones adolescentes desde la comunidad escolar.
The use of social networks have increased situations of harassment and gender violence in adolescence. The aim of this study was to determine how these relationships are perceived from the perspective of the school community. A case study was conducted to know the situations experienced in social networks in schools of Vitoria-Gasteiz. 470 teacher questionnaires of 30 schools were collected, and 7 focus groups with families, teachers and students were conducted. The results show that relationships between adolescents are mediated by stereotypes; the persistence of sexism, control and aggressiveness. Among the proposals for the future, the students propose discussion forums to share emotional aspects. Teachers propose to build a critical spirit with students by analyzing the subliminal messages of the networks. And families propose to review attitudes and behaviors through workshops.Con el uso de las redes sociales han aumentado las situaciones de acoso y violencia de género en la adolescencia. El objetivo de este trabajo es conocer cómo se perciben estas relaciones desde la mirada de la comunidad escolar. Se realizó un estudio de caso para conocer las situaciones vividas en las redes sociales en los centros educativos de Vitoria-Gasteiz. Se recogieron 470 cuestionarios del profesorado de 30 centros escolares, y se realizaron 7 grupos de discusión, con familias, profesorado y estudiantes. Los resultados muestran que las relaciones adolescentes están mediatizadas por los estereotipos; la persistencia del sexismo, el control y la agresividad. El alumnado reclama programas educativos de formación sobre el uso de las redes sociales