Las mujeres que nos faltan. Análisis de la ausencia de las mujeres en los manuales escolares

En la presente tesis se estudia y demuestra la deficiente y fallida transmisión cultural en la educación, que excluye sistemáticamente de sus contenidos las importantes y continuadas aportaciones culturales de las mujeres en todas las áreas. Este hecho implica, por un lado, para todas y todos los estudiantes, el desconocimiento de referencias culturales básicas -las relacionadas con las mujeres- transmitiendo un acervo cultural amputado y empobrecido. Y por otro lado, esta falta de reconocimiento cultural explícito implica, para ellas en particular, una minusvaloración social que las condiciona negativamente, impidiendo un desarrollo individual en igualdad de condiciones: las mujeres se convierten en ciudadanas de segunda. Ellas y ellos salen de la ESO con la certeza de que las mujeres no han hecho nada relevante y son figuras marginales en la historia, la ciencia y la cultura. Todo ello pone al sistema educativo en un brete puesto que incumple dos de sus objetivos y fines explícitos en la ley: la transmisión de los referentes culturales básicos y la educación en igualdad de oportunidades. La tradición cultural de creación femenina, como han fundamentado los numerosos estudios de mujeres de las últimas décadas, abarca todas las áreas del saber y del hacer, se extiende ininterrumpidamente desde la más remota antigüedad y es una referencia cultural esencial. Sin embargo, apenas se conoce. Y en ese desconocimiento juega un papel esencial el sistema educativo, que no recoge esta tradición cultural de las mujeres en sus contenidos. Por ello, el objetivo de la presente tesis es conocer cuáles son los referentes culturales que transmitimos, qué peso tienen en ellos las mujeres y si se recogen adecuadamente su aportaciones. Para ello se medirán la presencia y recurrencia de mujeres y hombres en los contenidos de los manuales escolares de todas las materias. Con ello se ha determinado el estado de cada una de las materias y se han definido líneas de actuación diferenciadas. Se han analizado 109 libros de texto de todas las materias (17) de 1º a 4º de ESO al completo, de tres editoriales de ámbito estatal. Se han estudiado dos elementos: los personajes que aparecen -mujeres y hombres- y las obras de autoría femenina. Para el análisis descriptivo se han determinado 4 variables: personajes (p) -las distintas mujeres y hombres que encontramos-; apariciones (a) -la recurrencia, es decir, el número de veces que aparecen estos personajes- que es la variable de referencia; el coeficiente de recurrencia (CR) de hombres y mujeres y el cociente de recurrencia (CRh/m), que mide cuánto más aparecen unos que otras- Asímismo, para el análisis prescriptivo, se ha propuesto un indicador de calidad de contenidos, el Índice de Equitatividad de Género -IEG-, aplicable también a contenidos históricos o culturales y comparable a otros indicadores del PNUD como el IPG o el IDG. Valora de 0 a 1 y mide el desajuste representativo de los contenidos. Este indicador nos señala lo que se debe adecuar en cada materia o contenido. Los resultados obtenidos, un 7,6 % de presencia femenina en los manuales, ponen en evidencia un discurso educativo completamente masculino y falto de rigor, de donde las mujeres están excluidas. Estos datos niegan explícitamente la contribución de las mujeres. Eso significa que buena parte de nuestra producción cultural -toda aquella de producción femenina- en literatura, arte, música o ciencias no nos llega, produciendo una pérdida cultural esencial a todos. Aún más grave, constatamos cómo desde el sistema educativo se proponen unos referentes culturales solo masculinos -es decir, parciales y selectivos, no colectivos- como si fueran universales, referentes de mujeres y hombres, lo que constituye un claro fraude cultural. Paralelamente, esta falta de referentes y modelos para ellas en los contenidos, pone en evidencia que ellas tienen un menor valor cultural y social y alienta comportamientos discriminatorios que van desde la violencia de género hasta el techo de cristal. Por tanto, se educa en las desigualdades, puesto que a ellas se las desprovee de anclaje cultural y quedan con menores posiblidades de desarrollo individual y social. Todo ello pone en evidencia las graves carencias del sistema educativo que falla estrepitosamente en la transmisión cultural y no educa en la igualdad de oportunidades. La revisión de contenidos, la formación del profesorado (no conocerlas implica una falta de profesionalidad) o una metodología de inclusión de mujeres son necesarios, entre otras medidas que se están llevando a cabo, para restituir a las mujeres a la tradición cultural a través de los contenidos educativos que todo el mundo compartimos y así, empezar a corregir estas importantes carencias.In this PhD dissertation we analyse the poor and failed cultural transmission in the Spanish education system, as the significant and continuing cultural contributions of women are systematically excluded from its contents. On the one hand, this prevents all the students (girls and boys) from knowing the basic cultural references –those related to women–, because an impoverished cultural heritage is transmitted. On the other hand, and for female students in particular, this paucity of explicit cultural recognition implies a lack of social value. A lack that affects them negatively, as it impedes an individual’s development on equal terms. Students finish the compulsory education with the certainty that women have not done anything relevant, and thinking that they are marginal figures in the history, science and culture. All this puts the education system on the spot since it violates two of its objectives and explicit purposes in the Law: the transmission of the basic cultural references and the education on equal opportunities. The cultural tradition of women’s creations covers all areas of knowledge, it exists uninterruptedly since ancient times and it is an essential cultural reference, as it has been shown by women's studies in recent decades. However, it is hardly known. And this ignorance plays an essential role in the education system, that does not include this cultural tradition of women. Thus, the main purposes of this dissertation are the following: to recognise which are the cultural referents transmitted in the textbooks, to measure how much importance is given to women and to evaluate if their contributions are properly included in the contents. With this information it has been established the state of each of the subjects and different courses of action have been defined. We have analysed 109 textbooks from all subjects (17) from the 1st to the 4th year of the Compulsory Secondary Education (ESO), from three different publishing houses with a state-wide scope. Two elements have been studied: the characters that appear –both women and men– and the creations by female authors. For the descriptive analysis, 4 variables have been determined: characters (p) –the different characters found in the materials–; occurrences (a) –the recurrence, that is, the number of times that they appear–, which is the reference value; the recurrence ratio (CR) of men and women and the quotient ratio (CRh/m). Additionally, for the prescriptive analysis, it has been proposed an indicator of the quality of the content, the Gender Representativity Index (GREPI) –IEG in Spanish–, which is also applicable to texts with historical and cultural content. Likewise, it is comparable to other indicators developed by the UNDP, such as the GPI and the GDI. It rates from 0 to 1 and measures the representative mismatch of the contents. This index shows us what must be adapted in each subject or content. The results obtained in the study, a 7.6% of female presence in the textbooks, show how masculinised the educative contents are, where women are excluded. These data explicitly deny women’s contributions. And this means that much of our present and past production –in literature, art, music or sciences– does not reach us, generating an essential cultural loss for all of us. Even worst, we confirm that the referents transmitted from the education system, which are nearly exclusively masculine, are presented as universal. This constitutes a clear cultural fraud that impoverishes both men and women. At the same time, the lack of references and models for the female students in the contents makes it clear that they are worth less and it also encourages discriminatory behaviours, ranging from domestic violence to the glass ceiling. The system educates in inequality, since it deprives them (female students) of cultural anchor and they are left with less possibilities of individual and social development. All this highlights the serious shortcomings of the educational system, which completely fails in the cultural transmission and does not educate in equal opportunities. The revision of the contents, the teacher’s training (not knowing the female authors implies a lack of professionalism) and a methodology for the inclusion of women are necessary, among other measures that are being carried out. It is essential to return women to the cultural tradition through the contents in education in order to correct this misrepresentation

Les auteures absentes dans les manuels de clase: des propositions pour leur inclusion

El presente trabajo es consecuencia de la investigación de la Universitat de València que analizó la presencia de las mujeres en los contenidos de todas las asignaturas de la ESO en tres editoriales distintas. Se revisaron 109 manuales y los resultados que se obtuvieron fueron desastrosos: solo un 7,6 % de los personajes citados eran mujeres (López-Navajas, 2014). En el presente trabajo se ejemplifica con dos relevantes dramaturgas, las propuestas didácticas que se están desarrollando en el marco del proyecto Las mujeres en la ESO. Estas podrían convertirse, además, en un vehículo adecuado para dar a conocer en las aulas un mayor número de voces femeninas.The purpose of this paper is to call attention to the results of a research which analysed the presence of women in the didactic materials used in Spanish Compulsory Secondary Education. 109 text books from three different publishers were checked and the results were very disappointed: just 7,6 % of the names quoted were women (López-Navajas, 2014). In addition to this, in this paper two relevant female Mexican playwrights are used to exemplify the didactic proposals that are been developed within the framework of the project “Women in ESO” (Compulsory Secondary Education). Moreover, these proposals could become a suitable vehicle to publicise a greater number of voices and texts of Latin American origin, in general, and Mexican, in particular, among Spanish society.Cet article est le résultat de la recherche de l'Université de Valence qui a analysé la présence des femmes dans les contenus de toutes les matières de l'ESO, en 109 manuels qui appartiennent à trois éditeurs différents. Les résultats obtenus étaient désastreux: seulement 7,6% des personnages mentionnés étaient des femmes (López-Navajas, 2014). Dans ce travail nous avons illustré, avec deux importantes dramaturges, quelques approches didactiques sur littérature développées dans le cadre du projet Les femmes dans l'ESO. Ce proposition pourrait aussi devenir un véhicule approprié pour faire connaître des autres voix féminines dans les classes

Involvement of Mechanical Cues in the Migration of Cajal-Retzius Cells in the Marginal Zone During Neocortical Development

Emerging evidence points to coordinated action of chemical and mechanical cues during brain development. At early stages of neocortical development, angiogenic factors and chemokines such as CXCL12, ephrins, and semaphorins assume crucial roles in orchestrating neuronal migration and axon elongation of postmitotic neurons. Here we explore the intrinsic mechanical properties of the developing marginal zone of the pallium in the migratory pathways and brain distribution of the pioneer Cajal-Retzius cells. These neurons are generated in several proliferative regions in the developing brain (e.g., the cortical hem and the pallial subpallial boundary) and migrate tangentially in the preplate/marginal zone covering the upper portion of the developing cortex. These cells play crucial roles in correct neocortical layer formation by secreting several molecules such as Reelin. Our results indicate that the motogenic properties of Cajal-Retzius cells and their perinatal distribution in the marginal zone are modulated by both chemical and mechanical factors, by the specific mechanical properties of Cajal-Retzius cells, and by the differential stiffness of the migratory routes. Indeed, cells originating in the cortical hem display higher migratory capacities than those generated in the pallial subpallial boundary which may be involved in the differential distribution of these cells in the dorsal-lateral axis in the developing marginal zone

Vídeos cortos realizados por los alumnos como recurso docente. Diferentes enfoques

[ES] Este trabajo presenta el desarrollo y análisis de los resultados de un proyecto de innovación docente basado en la creación por parte de los alumnos de vídeos cortos, de 3 o 4 minutos de duración, donde deben exponer algún concepto o tema propuesto por el profesor. En esta actividad los alumnos trabajan las competencias digitales, búsqueda y síntesis de la información, comunicación, trabajo en grupo y por mediante el uso de la coevaluación la capacidad de crítica. La experiencia se ha desarrollado de forma conjunta con asignaturas y docentes de diversas universidades, titulaciones y cursos. A partir de unas pautas comunes, en cada asignatura se ha adaptado la experiencia al contexto específico de cada una, lo que permite diferentes enfoques.Este proyecto ha sido parcialmente financiado por la convocatoria de innovación docente de la Universidad de Zaragoza para los cursos 2015/16 y 2016/17 (Proyectos PIIDUZ_15_411 y PIIDUZ_16_070), Ministerio de Economía y Competitividad de España (Proyecto TIN2015-70648-P y TIN2015-64770-R), Fondo Social Europeo y Gobierno de Aragón (grupo de investigación reconocido T98).Azuara Guillén, G.; Fernández Iglesias, D.; López Torres, AM.; Salinas Baldellou, AM.; Aguilar Martín, MC.; Salazar Riaño, JL.; Fernández-Navajas, J.... (2018). Vídeos cortos realizados por los alumnos como recurso docente. Diferentes enfoques. En XIII Jornadas de Ingeniería telemática (JITEL 2017). Libro de actas. Editorial Universitat Politècnica de València. 348-355. https://doi.org/10.4995/JITEL2017.2017.6566OCS34835

Holistic understanding of the response of grapevines to foliar application of seaweed extracts

Viticulture is highly dependent on phytochemicals to maintain good vineyard health. However, to reduce their accumulation in the environment, green regulations are driving the development of eco-friendly strategies. In this respect, seaweeds have proven to be one of the marine resources with the highest potential as plant protective agents, representing an environmentally-friendly alternative approach for sustainable wine production. The current work follows an interdisciplinary framework to evaluate the capacity of Ulva ohnoi and Rugulopteryx okamurae seaweeds to induce defense mechanisms in grapevine plants. To our knowledge, this is the first study to evaluate Rugulopteryx okamurae as a biostimulator . This macroalgae is relevant since it is an invasive species on the Atlantic and Mediterranean coast causing incalculable economic and environmental burdens. Four extracts (UL1, UL2, RU1 and RU2 developed from Ulva and Rugulopteryx, respectively) were foliar applied to Tempranillo plants cultivated under greenhouse conditions. UL1 and RU2 stood out for their capacity to induce defense genes, such as a PR10, PAL, STS48 and GST1, mainly 24 hours after the first application. The increased expression level of these genes agreed with i) an increase in trans-piceid and trans-resveratrol content, mainly in the RU2 treated leaves, and, ii) an increase in jasmonic acid and decrease in salicylic acid. Moreover, an induction of the activity of the antioxidant enzymes was observed at the end of the experiment, with an increase in superoxide dismutase and catalase in the RU2-treated leaves in particular. Interestingly, while foliar fungal diversity was not influenced by the treatments, alga extract amendment modified fungal composition, RU2 application enriching the content of various groups known for their biocontrol activity. Overall, the results evidenced the capacity of Rugulopteryx okamurae for grapevine biostimulation, inducing the activation of several secondary metabolite pathways and promoting the abundance of beneficial microbiota involved in grapevine protection. While further studies are needed to unravel the bioactive compound(s) involved, including conducting field experiments etc., the current findings are the first steps towards the inclusion of Rugulopteryx okamurae in a circular scheme that would reduce its accumulation on the coast and benefit the viticulture sector at the same time

Soy Niña

Este libro pretende contribuir al reencuentro de la educación con esas finalidades que verdaderamente importan a una niña o un niño: ser feliz, jugar, vivir juntos y (no) aprender. Para ello hemos puesto el arte, nuestras experiencias y el saber acumulado al servicio del disfrute, el cuestionamiento, el análisis crítico y la construcción común de un presente deseable. Un texto colaborativo coordinado por Ignacio Calderón Almendros y realizado por alumnado de Educación y Cambio Social en el Grado en Educación Infantil de la Universidad de Málaga

Addressing climate change with behavioral science:A global intervention tournament in 63 countries

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions' effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior-several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people's initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors.</p

Addressing climate change with behavioral science: a global intervention tournament in 63 countries

Effectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions’ effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior—several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people’s initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors