No abstract

Este artículo presenta una revisión teórica sobre las diversidades sexuales y de género, así como su abordaje en el contexto educativo; para ello, ahonda en la pluralidad de identidades como valor para la construcción de espacios inclusivos y coeducativos. A partir de las propuestas conceptuales de varios autores, centra su interés en la conceptualización de estas cuestiones, y comprende las dimensiones de la identidad como una cuestión de diversidad y la expresión de la identidad como un espectro. Se incluye la reflexión y el análisis crítico del sistema sexo/género, generando un modelo teórico que integra ambos enfoques. El trabajo concluye con la propuesta de un modelo de coeducación que se sustenta en el diagnóstico de la cultura de género, en la profundización en la epistemología feminista y disciplinar, y en la formación del profesorado en materia de igualdad de género y diversidades sexuales.

Project-based learning is an active method that develops the maximum involvement and participation of students in the learning process. It requires the teacher to energize the learning scenario by promoting the cooperation of students to investigate, make decisions and respond to the challenges of the project. It also requires activating an evaluation system that promotes awareness, reflexivity and a critical spirit, facilitating deeper learning. This case study aims to understand the functioning of cooperative work established during the application of the method, as well as to know how the evaluation process progresses in the perspective of a group of teachers of secondary education that set up this methodology in their classes. The data obtained from interviews with the teachers involved in the study, teachers’ notebooks, and open-question questionnaire applied to high-school students are analyzed. Although the students were organized in small groups in order to develop their collaborative skills, intragroup frictions and conflicts were not sufficiently addressed or supervised in time by the teachers, thus resulting in an incomplete development of the synergies and collaboration necessaries to the project. From the point of view of the evaluation, the importance of the implementation of training and shared evaluation systems is well recognized, although a more traditional evaluation model, which does not sufficiently address the project development process prevails, and the value of the qualification on the final product achieved still weights.

The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.

Resumen: Este documento muestra los distintos recorridos que han seguido ee. uu. y España en la implantación del modelo de competencias, con lo que se pretende contribuir a una mejor comprensión del concepto «competencia» y a una visión crítica del enfoque al que se acusa de una visión reduccionista de la educación y de la persona. Analizamos los antecedentes del concepto y su desarrollo en ee. uu. Un análisis comparado de otros conceptos relevantes a través de los documentos Tuning revela ambigüedades y errores conceptuales en el europeo. Obviar la base conductual y la orientación a la rendición de cuentas del enfoque competencial ha llevado a omitir un paso esencial del diseño curricular: partir de unos objetivos de aprendizaje medibles. Cuestionamos lo «innovador» de las metodologías activas de aprendizaje, así como la estructura de la Universidad española y su cultura institucional como entorno propicio para los aprendizajes transversales. Palabras clave: competencias; objetivos de aprendizaje; diseño curricular; educación superior; metodologías de enseñanza-aprendizaje; evaluación de competencias en educación superior.