THE IMPACT OF GENDER IN OUR LIVES AS THE MAIN FACTOR IN SOCIAL INTERACTION IN SCHOOL Estanislao Zuleta. THE IMPACT OF
GENDER IN OUR LIVES AS THE MAIN FACTOR IN SOCIAL INTERACTION AT SCHOOL Estanislao Zuleta.
Yeny Carolina Roa Tejero
Ingrid Lorena Blanco Chaparro Melo
Vanessa Valero.
GENDER IN OUR LIVES AS THE MAIN FACTOR IN SOCIAL INTERACTION AT SCHOOL Estanislao Zuleta.
Yeny Carolina Roa Tejero
Ingrid Lorena Blanco Chaparro Melo
Vanessa Valero.
Research Line: Sociolinguistics.
Summary:
The incidence of gender in our society determines the life of each individual different factors in terms of social interaction. Just as we see in language for each gender differences that limit the development of man and woman and that preclude a true equality for both. Currently there are processes within our own community, affecting millions of people, men, young women and children. Inequity gender, undoubtedly, has been increasing, reaching up to the classroom where there is the difficulty that this problem cause the students in learning and training as individuals. It is alarming incidence of the teacher in these activities, where conscious or unconscious is contributing to inequality processes do not allow to create an inclusive education and promoting education unsuitable for any type of education and human training. This research is precisely the discursive conceptions that remain today of school education where all students can be accommodated and is not limited by gender diversity. Chapters of this research is addressed from the current situation in Colombia, in terms of gender inequality, to the psychology of language in both men and women from the established division of roles between men and women.
Keywords:
social interaction, inequality, sociolinguistics, school setting, teaching role, oral and written discourse.
Abstract:
The Impact of gender in Our Society determined in the Life of Each person Different Factors related to social interaction. The main example set it up in the language's diferencias That Are For Each gender and That as result hold the development back of each man and woman; it makes impossible a true equity for both. Currently there are processes of inequality within our own community that affect millions of people, men, women, teenagers and children. Gender inequity has undoubtedly been increasing, reaching up to the classrooms where we could observe the problems it causes for students in learning and the prototype development of a good person. It is alarming the incidence of teachers in these activities where consciously or unconsciously they are contributing to inequality processes that do not help our society to create an inclusive education and a suitable human education. This research is precisely about the discursive conceptions that remain today in schools where each student should has to place and Not to be limited by gender diversity. In the chapters of this research we did to research from the current situation in Colombia in Terms of Gender Inequality to the psychology of language in Both Men and Women from the division of roles ESTABLISHED Between Them.
Key words: Social
interaction, inequality, Sociolinguistics, school setting, teaching role, Written and oral speech.
Research Presentation:
We are concerned about the idea of \u200b\u200bimagining a world where gender relations do not determine our life before birth, where men and women have equal rights and feminist and sexist bigotry does not lead us to absurd extremes.
With this research was to find features of inequality, in terms of gender, we could find in the everyday discourse of teachers and students of the school Estanislao Zuleta and what factors influenced the development of this cultural problem. This is how focused the light of theories of discourse analysis, psycholinguistics, neurolinguistics, sociolinguistics, anthropology and began to make observations on some classes at the institution (Physical Education and Art), where both students and teachers had to interact and gender inequality is expressed explicitly or implicitly in their daily lives.
The fact that there is a standard that defines a classification of human beings, not as people with purely biological differences, but as different in the eyes of society and culture in terms of gender and identity, makes the same society we live in is unfair and intolerant, causing many individuals come to failure, limited by beliefs they have acquired during the course of their lives. It is also quite interesting to get to identify the features of above inequality by analyzing the observable everyday discourse in any process of communication.
Objective:
El proyecto tiene como objetivo mostrar la influencia de la sociedad, que se descubre a través del lenguaje usado diariamente, manifestaciones del lenguaje (expresiones, vocabulario, palabras, diálogos, mensajes) que inducen al individuo a la inequidad de género, la cual se va construyendo mediante discursos en instituciones como la escuela. Además, abordar la incidencia del maestro en estos procesos de inequidad y los factores sociales que determinan también el comportamiento lingüístico que determinado individuo asume dentro de la sociedad.
Muestra y población
El colegio en el cual se realizó la investigación es el colegio distrital Estanislao Zuleta, Instituto de educación district, Preschool, elementary and secondary location 1 and 2. The school is located in the town of Usme and ranks among the strata one and two. Built in a small facility with some deficiencies, it was constant flooding the fact that as herein established in greatly impeding the realization of physical education class. This is an area close to rural areas due to lack of urban construction and thus we believe there is great difficulty in terms of entry and departure of students to their homes. However, it is surrounded by houses of family homes, shops on either side from where students shop just approaching the fence the school because it is mostly found. We decided to make our observations in grades 8, 9, 10 and 11, the educational institution Estanislao Zuleta, more specifically during physical education class, in order to observe the behavior of children when they are in a different context professors classes, where they have to interact with their peers. In this way is evidence of prejudice or arrangements that have acquired the children from the time of his birth with respect to the categorization or stereotype of their gender.
and Methodology investigation techniques.
The first step was to collect further information on the various messages that are established within the framework of society and are always determined by gender roles (dialogues between men and women reported in elementary schools, speech teachers and the principal purpose of this research is to show the great influence that society has established patterns of gender in language change that makes men and women to be bound by these standards, teachers to their students, male and female vocabulary expressions used depending on who goes or who refers).
We proceeded to apply the information collected through observations and surveys were conducted in Estanislao Zuleta school students and students of grade 8, 9, 10 and 11.
field notes were used, where logging was the description of the behavior of both the child and the teacher, all in a given time. An interview to find out the knowledge and thinking of children at a young age about gender relations and constraints facing each, as the role they play in society. These interviews have a number of questions for each individual in the same way. Also be compared to determine a percentage.
for the collection and reporting finally, it became a descriptive way. This paper presents a method by conducting empirical research, descriptive statistics, ie we work with samples showing the general characteristics of the units of analysis from the information obtained, we focus on organizing summarize and describe the information you may have.
difficulties presented during the investigation
Although the research process undertaken in the school yielded results that confirmed our hypothesis, there were many obstacles and difficulties. Such as low expression of the students interviewed, although they agreed to cooperate with the interview, they made very explicit its position on the issue, his insight as a member internal communication processes that might express some kind of inequality. Results
In the first instance as a result of investigative work to see that many students often say that all are treated equally by teachers and administrators of the institution and even many do not perceive something that denote differentiation gender in the treatment of fellow, but despite not explicitly recognize their environment gender differences these students if they express in their speech and interact in everyday life.
We conclude that this depends on how they were raised in the first instance, within their homes and although many of them say that there are treated equally regardless of sex and that this in no time is a factor determining that can and should do in society, it is clear that in terms of language production, and the thought passed through his speech that if there is a glimpse of differentiation such as concepts have been brought under that there are certain things for men and certain things for women in terms of dress, behavior and activities to develop.
Now talking about the school environment we can see that by some teachers, in this case the teachers of subjects that require physical activity such as physical education classes and dances, they have certain differences in men and women. Some students say there is no difference, while others if they notice every day and the teachers for their part argue that the deal is fair.
From this observation we can conclude that although the teacher was brought up thinking about the equity of treatment to each and every one of the students, when developing its kind, suggests that if there is an inequity to a greater or lesser extent, and is present consciously or unconsciously in everyday speech and actions, possibly learned from their education at home, at school and then going through all educational stages of life, but not only in terms of academically but talking about all the socio-cultural fields that allow men and women learn, develop and implement ideas about gender in all aspects of life.
On the other hand, it is absolutely undeniable that the students interviewed in their almost total majority in his speech presenting features of ideologies learned with respect to discrimination in terms of gender, role and identity. Throughout
interviews, it became clear to us that students (particularly girls) despite no obvious way to make statements or conscious, reveal their perception of life and reality and how this itself can be a limiting factor for future development as citizens. Many of them feel frustrated demonstrated both its economic position as their sex, ie, consider that they are limited in many ways that women like them, can only go to work after completing his high school (of course, not in any type of work, because as mentioned believe that there are unique crafts for men and women) without even contemplating the possibility of pursuing their studies higher.
As children, we saw a similar situation, many of them also believe in finishing high school, and get to work or go to military service, "since the order after that is the life of man," said one them.
Then it is clear that economic factors, social and cultural influences also the conceptions they have formed their lives around gender issues, can even say they consider their lives predetermined by the fact of being born male or women and that is little they can do about it.
Conclusions.
• Finally, gender inequality is a constant in the everyday speech of students and teachers at the school Estanislao Zuleta, although these findings are not made explicit, we note an ideology in students, which carries on conceptualizations of themselves as men and women differ from each other not only purely biological issues but also cultural and from these conceptions of the world in terms of female and male students feel limited by being born under a particular sex in our culture.
• Certain external factors have influenced the students interviewed in the formation of the conceptualizations of male and female, in terms of gender role and identity in them. Such factors are cultural, because we must be aware of the kind of society we live as though the landscape has changed a bit, still stereotyped or categorized men and women as individuals made for specific tasks as appropriate. The economic aspect is also crucial and the family, because depending on the context in which the person has also taught, their ideological beliefs and feelings are expressed in terms of themselves and the environment around them.
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