Popular education, a means of prevention of gender-based violence in western Nicaraguan communities.
DOI:
https://doi.org/10.5377/raices.v7i13.16956Keywords:
Communit, popular education, gender, rurality, violenceAbstract
This essay is elaborated with a research focus for the prevention of the diverse expressions of Gender-Based Violence, being the investigative context referring to 10 communities of western Nicaragua, in whose rural settings a project was executed between the years 2016 - 2019, for the promotion of the integral development of women and from a gender perspective. Through the present writing, the importance of the popular education approach for the identification, recognition, and prevention of GBV, in family and community settings, is made visible. At the same time, the amalgamation of aspects that can be addressed from popular education, whose strategies, methodologies, and tools are appropriate to local realities, is evident. Thus, contributing to intercultural education, humanized, and committed to social changes.
Downloads
169
References
Bareiro, L. (2020). ¿Por qué es importante la participación de las mujeres en una democracia?, America Latina Genera, PNUD.
Bonino, L. (2002). Masculinidad hegemónica e identidad masculina, Dossier Feminista 6, Mitos y construcciones de la masculinidad.
Cruz, M. (2006). Maras y pandillas de Centroamérica, UCA, Vol. 5, Managua.
Freire, P. (1970). Pedagogía del Oprimido, Tierra Nueva, Montevideo.
___(2000). Pedagogía da indignação, Unesp, São Paulo, Brasil.
Gallardo, H. (2006). Ciclo de conferencias: Sujeto y cultura política popular en América Latina, Costa Rica, recuperado de: http://heliogallardo-americalatina.info
Gimeno, S. (2010), la función abierta de la obra y su contenido, Ediciones Morata, Valencia, p.14
Guber, R. (2001). La Etnografía. Método, Campo y Reflexividad. Bogota: Norma.
Hammersley, M. (1994). Etnografía. Métodos de investigación. Barcelona: Paidos.
Hernàndez, S. (2020). Cultura de la violación, un análisis del continuo en la violencia sexual que viven las mujeres. Pacha. Revista De Estudios Contemporáneos Del Sur Global, 1(3), 89.
Jara, O. (2009). Educación popular y cambio social en américa latina, CEAAL (Consejo de Educación de Adultos de América Latina). Costa Rica.
LA BARBERA. (2016). Interseccionalidad, un “concepto viajero”: orígenes, desarrollo e implementación en la Unión Europea. INTERdisplina, vol. 4, nº 8, p. 106
Moreno, J. (2006). Aprender a convivir en una escuela intercultural. Convivencia y mediación intercultural, pp. 38, 11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 © Universidad Nacional Autónoma de Nicaragua, Managua, UNAN-Managua
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator. If you remix, adapt, or build upon the material, you must license the modified material under identical terms.
