This project is an initiative of applied research and methodological development focused on the prevention of male violence from childhood and adolescence. Its aim is not only to intervene in the classroom, but also to research, design and test pedagogical tools and mediation strategies that allow us to deal in a sensitive and transformative way with the dynamics of inequality and gender-based violence.
Promoted with the support of the Regional Government of Catalonia (Department of Equality and Feminists) and carried out together with the team of the Welfare and Development Association (ABD), the project has been developed in the Barcelonès region, in schools, institutes and non-formal education spaces. Its focus has been on critically analysing contemporary educational challenges in relation to structural violence, and on generating innovative, situated and replicable pedagogical responses.
Throughout the process, classroom dynamics have been systematically monitored, gathering qualitative information on the impact of the interventions, the role of the educational team and the students’ perceptions. This work of observation and analysis has made it possible to adjust the contents and methodologies, promoting a pedagogical approach that is constantly under review, sensitive to the contexts and needs of each group. Accompanying the ABD workshop team has also been a central part of the research work: mediation practices, performative techniques and narrative resources that foster respect, empathy and cooperation, while opening up spaces for dialogue about gender roles and stereotypes, consent and pleasure, have been explored.
Emphasis has been placed on creating safe learning environments, not only for students but also for teachers, understanding that classrooms are spaces where symbolic and structural violence is reproduced but can also be challenged. Through the use of expressive, scenic and corporal languages, the affective dimension of learning has been worked on, exploring unconventional ways of transmitting knowledge and facilitating conflicts.
This project thus constitutes a platform for the generation of pedagogical knowledge, based on situated practice, accompaniment and pedagogical mediation and the design of useful tools for the entire educational community. As it is an action-research process, its results not only have an impact on those who participate directly, but also contribute to thinking about new ways of teaching and learning based on equality and diversity.
Team
Cristina Garcia, Vanessa Geldres
