This document discusses promoting gender perspective in citizen training programs in Mexican high schools. It notes that gender violence is commonly accepted in Mexican society. Nearly half of Mexican women have suffered violence from their partners. The document advocates for teaching gender perspective across all subjects to foster more equitable relationships and discourage violence. It proposes strategies like raising awareness of gender issues, encouraging freedom of expression while promoting dignity, and developing role models to shape attitudes supporting gender equity. Linking schools to their communities through research and social service is also recommended. The overall aim is to train students to think critically about gender roles and promote non-violent, democratic relationships.

1. Universidad Nacional Autónoma
de México
COLEGIO DE CIENCIAS Y HUMANIDADES
Laura ROMÁNLaura ROMÁN
Jesús NOLASCOJesús NOLASCO
LucLucía MUÑOZía MUÑOZ

2. http://www.lafabricademedios.net/cecyteq/uncategorized/problemas-de-los-adolescentes-de-hoy/attachment/jovenes-hoy-4/
““In-school Citizen TrainingIn-school Citizen Training
from a Gender Perspective”from a Gender Perspective”

3. 1. CONTEX1. CONTEX
However, when one
considers violence from a
more complex point of
view, it is sounder not only
to promote this, but to
foster also in-school citizen
training within a frame of
human integrity. In this
way, remedial and
preventive aspects would
be emphasized, violent
relationships could
decrease, and better ways
of social coexistence could
flourish.
http://www.conevyt.org.mx/cursos/cursos/mexico/contenidos/recursos/revista/3_8.htm
http://www.distintaslatitudes.net/wp-content/uploads/2011/09/violencia-72dpi.jpg

4. 2. IN MEXICO GENDER VIOLENCE IS
COMMONLY AND SOCIALLY ACCEPTED
In Mexican high schools teenagers get together and sometimes
quarrel. But some of these fights are between boys and girls, and
they can get violent, because they lack a gender perspective
culture. Bullying, school harassment, and violence in dating
relationships are very common.
http://k35.kn3.net/taringa/4/8/5/7/8/9/6/weaky09/149.jpg?3114

5. In Mexico, 46.1% of women
aged 15 or more have suffered
an act of violence coming from
their partner. Four of every 10
women have been “humiliated,
underestimated, locked up,
watched over, and threatened
with abandonment, with losing
their home or children, with a
weapon, with being killed, or
with their partner’s suicide.
The have also seen their
belongings or their home
things destroyed”.
And still in another survey,
answered by 15 to 19 year-old
students, 135,000 girls claimed
having suffered some sort of
molestation.
http://istmo.mx/wp-content/uploads/2013/04/IS325_coloquio_03_grafico01.jpg

6. 3. PROMOTING
A GENDER
PERPECTIVE
CITIZEN
TRAINING
Gender perspective would give ethical orientation to the in-school
citizen trainees’ conscious behaviour (teachers, students, parents, etc.).
And citizen training would put to work new interactions under the
gender perspective logic. This would enable all individuals concerned
to practice citizenship and attain greater independence in their ability
to judge, deliberate, and to have constructive conversations. This would
enable them to change interpersonal relationships with the new
intercultural, environmental, solidary, and egalitarian sensitivities
achieved by the present society.
http://formacionparatodos.wikispaces.com/Una+ciudadan%C3%ADa+responsable,+comprometida,+informada+y+consciente+de+sus+derechos+y+deberes

7. Transversal themes are very attractive for high school teenagers,
because they help them understand their context and identity.
Besides, students must develop different studying schemes, all of
which result in significant learning. Students feel more interested
in learning about their society and in providing it their assistance
as well.
http://blogs.periodistadigital.com/otro-mundo-es-posible.php/2013/11/18/p343543
In my country, gender
perspective is a
transversal theme. This
concept emphasizes
the importance of
suppressing
opportunities
inequalities for women
and men, i.e.,
suppressing human
rights violation through
violence,
discrimination,
exclusion, harassment,
poverty, injustice, and
so forth.

8. 4. Strategies framework to promote this culture:
Fostering awareness of gender violence as ‘everybody’s’ problem.
Teachers of all subjects can
encourage research with serious
methods, and lead students to
find out collective rules.
Revealing results, enriching them
with others’ opinions, and
following up on them will be
basic for new social constructs to
enable equity and inclusion
relationships. If in each
curriculum subject the world
complexity is shown, students
will perceive that we are all
responsible for human problems.
http://img.rtve.es/imagenes/contra-violencia-genero/1227590441682.jpg

9. •Shaping equity attitudes and setting up in-school coexistence
and integration processes
•Encouraging women’s and men’s freedom of expression and internalisation of their
dignitiy within a theoretical and practical frame to promote a more ethical and dignified
rationality is essential. Actions to assess violence and undertake relevant intersectorial
activities to cope with preventing and managing violence should be included favoring

10. •Developing role models
And the institution’s responsible adults should introduce more
horizontal, collegiated, and participating innovations in their
management, teaching, and work performance methods.
Immanuel Wallerstein has said that structural changes must be
globally thought and locally implemented.

11. •Linking school with neighborhoods
This strategy seeks to
foster students’
participation in their
community in legal,
respectful terms, and with
a sense of inclusion.
Thinking on their own
local environment must be
encouraged. Students
should have an academic
link (research, analysis,
and assessment) and a
social one as well (social
service, dissemination,
and community work)
with their own
community. Parents’
participation is critical.
http://gotaagota.net/sites/gotaagota.net/files/S6301485.JPG
http://www.deia.com/2014/06/01/bizkaia/margen-izquierda-

12. At present, a new way of living
school is strongly needed
because the institutional crisis
is basically favoring teaching
conceptual and procedural
aspects of social facts,
disregarding attitudes which
could result in hopeful change
Marcela Lagarde has said that a
varied democratic humankind
requires that we, men and
women, become different from
our ancestors, so that we can be
recognized in diversity and live in
generic democracy.
http://www.dgei.unam.mx/EQUIDAD-UNAM.jpg

13. But first and
foremost, teachers
must be persuaded
that they can
generate citizens
solely through
education

14. References
 Bauman, Zygmunt, Tiempos líquidos. Vivir en una época de incertidumbre, Tusquets Editores (Ensayo), México, 2013.
 Bourdieu, Pierre, La dominación masculina, Anagrama, Barcelona, 2000.
 Centro de Estudios para el Adelanto de las Mujeres y la Equidad de Género, “Análisis sobre la violencia escolar (bullying) desde la
perspectiva de género”, CEAMEG-Cámara de Diputados LXI Legislatura, México, 2011. http://www.ceameg.diputados.gob.mx
consulted in August, 2014.
 Encuesta Nacional sobre Intolerancia, Exclusión y Violencia en las escuelas públicas de Educación Media Superior, México, 2008.
 IMJUVE-IIJ/UNAM, Encuesta Nacional de Valores en Juventud 2012.
http://www.imjuventud.gob.mx/imgs/uploads/ENVAJ_2012.pdf, consulted in September 24, 2014.
 Impernón, Francisco (coord.), Cinco ciudadanías para una nueva educación, Graó, Barcelona, 2002.
 INEGI, Encuesta Nacional sobre la Dinámica de las Relaciones en los Hogares 2011 (ENDIREH).
file:///C:/Users/Jesus/Downloads/MTRA.%20ETERNOD_ENDIREH%202011_PRESENTACI%C3%93N.pdf Consulted in September
17, 2014.
 Lagarde, Marcela, Género y feminismo. Desarrollo humano y democracia, Horas y Horas, Madrid, 1996.
 Morín, Edgar, Los siete saberes necesarios para la educación del futuro, Unesco, México, 1999.
 ________, Para una política de la civilización, Paidós, Barcelona, 2009.
 Organización de las Naciones Unidas (UN), Declaración sobre la Eliminación de la Violencia contra la Mujer (Declaration on the
Elimination of Violence against Women), 1994.
 Organización Mundial de la Salud (WHO), Informe mundial sobre la violencia y la salud (World Report on Violence and Health).
http://www.who.int/violence_injury_prevention/violence/world_report/es/summary_es.pdf Consulted in September 16, 2014.
 Poy Solano, Laura, "Por instinto, las agresiones contra mujeres, dicen alumnos de prepa".
 http://www.jornada.unam.mx/2008/11/12/index.php? section=sociedad&article=044n1soc Consulted in September 17, 2014.
 Real Academia Española’s electronic site: http://www.rae.es/
 Touraine, Alain, Podremos vivir juntos, Fondo de Cultura Económica, Buenos Aires, 1997.