LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | preprint |
Idioma: | spa |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/3665 |
Resumo: | This paper analyzes the impact of Aprenda a ser macho. This dramatized reading circulated in the Luis Vargas Torres de Esmeraldas Technical University classrooms, in Ecuador, between March and September 2017. This innovative educational tool was put to the test before around 200 students of the careers of Social Work, Sociology, and Tourism, belonging to the Esmeraldas public university and before 40 agents of the Esmeraldas Police. This study aims to determine if the dramatized reading of Aprenda a ser macho is an effective educational tool to discuss masculinities and generate changes in behaviors typical of violent masculinity. In this research, a qualitative approach is used, the exercise of masculinity in the Vargastorrina student community is examined, then the dramatized reading is applied to later obtain perspectives and points of view on the results generated from this pedagogical experience. The results determined that this artistic format allows the performing arts to reflect on how hegemonic cultural values limit and affect men, imposing a single way of developing their masculinity, which does not allow healthy links with other people. |
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LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMSAPRENDA A SER MACHO: LA LECTURA DRAMATIZADA COMO HERRAMIENTA DE APRENDIZAJE SOBRE LAS MASCULINIDADES EN LAS AULASDramatized readingEsmeraldaseducational toolmasculinitiesperforming artsLectura teatralizadaEsmeraldasherramienta educativamasculinidadesartes escénicasThis paper analyzes the impact of Aprenda a ser macho. This dramatized reading circulated in the Luis Vargas Torres de Esmeraldas Technical University classrooms, in Ecuador, between March and September 2017. This innovative educational tool was put to the test before around 200 students of the careers of Social Work, Sociology, and Tourism, belonging to the Esmeraldas public university and before 40 agents of the Esmeraldas Police. This study aims to determine if the dramatized reading of Aprenda a ser macho is an effective educational tool to discuss masculinities and generate changes in behaviors typical of violent masculinity. In this research, a qualitative approach is used, the exercise of masculinity in the Vargastorrina student community is examined, then the dramatized reading is applied to later obtain perspectives and points of view on the results generated from this pedagogical experience. The results determined that this artistic format allows the performing arts to reflect on how hegemonic cultural values limit and affect men, imposing a single way of developing their masculinity, which does not allow healthy links with other people.El presente trabajo analiza el impacto de Aprenda a ser macho, una lectura dramatizada que circuló por las aulas de la Universidad Técnica Luis Vargas Torres de Esmeraldas, de Ecuador, entre marzo y septiembre del año 2017. Esta es una herramienta educativa de carácter innovador que se puso a prueba ante alrededor de 200 estudiantes de las carreras de Trabajo Social, Sociología y Turismo, pertenecientes a la universidad pública esmeraldeña y ante 40 agentes de la Policía de Esmeraldas. Este estudio tiene como objetivo determinar si la lectura dramatizada de Aprenda a ser marcho es una herramienta educativa efectiva para dialogar sobre las masculinidades y generar cambios en conductas propias de una masculinidad violenta. En esta investigación se emplea un enfoque cualitativo, se examina el ejercicio de la masculinidad en la comunidad estudiantil vargastorrina, luego aplica la lectura dramatizada, para después obtener perspectivas y puntos de vista sobre los resultados generados a partir de esta experiencia pedagógica. Los resultados determinaron que este formato artístico permite reflexionar desde las artes escénicas sobre cómo los valores culturales hegemónicos limitan y afectan al hombre, imponiéndole una única manera de desarrollar su masculinidad, la misma que no permite nexos sanos con otras personas.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-02-23info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/366510.1590/SciELOPreprints.3665spahttps://preprints.scielo.org/index.php/scielo/article/view/3665/6790Copyright (c) 2022 Pablo Javier Tatés Anangonóhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAnangonó, Pablo Javier Tatésreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-02-21T18:31:30Zoai:ops.preprints.scielo.org:preprint/3665Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-02-21T18:31:30SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS APRENDA A SER MACHO: LA LECTURA DRAMATIZADA COMO HERRAMIENTA DE APRENDIZAJE SOBRE LAS MASCULINIDADES EN LAS AULAS |
title |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
spellingShingle |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS Anangonó, Pablo Javier Tatés Dramatized reading Esmeraldas educational tool masculinities performing arts Lectura teatralizada Esmeraldas herramienta educativa masculinidades artes escénicas |
title_short |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
title_full |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
title_fullStr |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
title_full_unstemmed |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
title_sort |
LEARN TO BE MACHO: DRAMATIZED READING AS A LEARNING TOOL ABOUT MASCULINITIES IN THE CLASSROOMS |
author |
Anangonó, Pablo Javier Tatés |
author_facet |
Anangonó, Pablo Javier Tatés |
author_role |
author |
dc.contributor.author.fl_str_mv |
Anangonó, Pablo Javier Tatés |
dc.subject.por.fl_str_mv |
Dramatized reading Esmeraldas educational tool masculinities performing arts Lectura teatralizada Esmeraldas herramienta educativa masculinidades artes escénicas |
topic |
Dramatized reading Esmeraldas educational tool masculinities performing arts Lectura teatralizada Esmeraldas herramienta educativa masculinidades artes escénicas |
description |
This paper analyzes the impact of Aprenda a ser macho. This dramatized reading circulated in the Luis Vargas Torres de Esmeraldas Technical University classrooms, in Ecuador, between March and September 2017. This innovative educational tool was put to the test before around 200 students of the careers of Social Work, Sociology, and Tourism, belonging to the Esmeraldas public university and before 40 agents of the Esmeraldas Police. This study aims to determine if the dramatized reading of Aprenda a ser macho is an effective educational tool to discuss masculinities and generate changes in behaviors typical of violent masculinity. In this research, a qualitative approach is used, the exercise of masculinity in the Vargastorrina student community is examined, then the dramatized reading is applied to later obtain perspectives and points of view on the results generated from this pedagogical experience. The results determined that this artistic format allows the performing arts to reflect on how hegemonic cultural values limit and affect men, imposing a single way of developing their masculinity, which does not allow healthy links with other people. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/3665 10.1590/SciELOPreprints.3665 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/3665 |
identifier_str_mv |
10.1590/SciELOPreprints.3665 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/3665/6790 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Pablo Javier Tatés Anangonó https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Pablo Javier Tatés Anangonó https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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reponame:SciELO Preprints instname:SciELO instacron:SCI |
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SciELO |
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SCI |
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SCI |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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scielo.submission@scielo.org |
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