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La comunidad educativa como agente socializador tiene el encargo de transmitir saberes y valores para que las generaciones futuras sepan encarar los retos sociales de forma cr\u00edtica, justa y equitativa. En Barcelona se han impulsado acciones que promueven un proceso de renovaci\u00f3n pedag\u00f3gica en el que la perspectiva de g\u00e9nero es uno de los ejes vertebradores del cambio. El proyecto CO-EDU, impulsado desde el Centro de Recursos Pedag\u00f3gicos Eixample (CRP), se nutre de esta din\u00e1mica para ser parte del engranaje del cambio y conseguir una sociedad m\u00e1s justa e igualitaria.\u00a0<\/span><\/p>\n El CRP Eixample es un Servicio Educativo que tiene como finalidad la mejora de los procesos y resultados educativos. Una de las herramientas para conseguir dichos objetivos es dinamizar la adquisici\u00f3n de competencias profesionales docentes a trav\u00e9s de la formaci\u00f3n.<\/span><\/p>\n Analizando la trayectoria formativa en los centros del distrito en los \u00faltimos a\u00f1os se evidencia una creciente demanda entorno a la formaci\u00f3n en perspectiva de g\u00e9nero. Sin embargo, esta tendencia no se ha visto acompa\u00f1ada de una planificaci\u00f3n o estrategia coordinada que genere un mayor impacto a nivel educativo y social.\u00a0\u00a0<\/span><\/p>\n A partir del diagn\u00f3stico inicial, desde el CRP Eixample detectamos la necesidad de impulsar la coeducaci\u00f3n de manera coordinada y compartida, buscando pr\u00e1cticas de referencia y vincul\u00e1ndolas con el entorno.\u00a0<\/span><\/p>\n Para dar respuesta a esta necesidad,\u00a0 impulsamos CO-EDU, un proyecto que tiene como objetivo principal promover la educaci\u00f3n con perspectiva de g\u00e9nero a trav\u00e9s de pr\u00e1cticas educativas innovadoras europeas. Se prev\u00e9 un total de dieciocho movilidades europeas, quince de las cuales son de aprendizaje por observaci\u00f3n y tres de cursos o actividades de formaci\u00f3n estructurada. Las movilidades se reparten entre siete socios de acogida de cinco pa\u00edses integrantes de la Uni\u00f3n Europea.<\/span><\/p>\n CO-EDU se centra en la educaci\u00f3n infantil y primaria, ya que son etapas en las que existen menos acciones coeducativas respecto a la secundaria y porque es en esta etapa cuando el alumnado se inicia en la adquisici\u00f3n de valores mediante la interacci\u00f3n social.<\/span><\/p>\n Las seis escuelas que participan en el proyecto CO-EDU tienen en com\u00fan la trayectoria formativa en coeducaci\u00f3n. Para favorecer la complementariedad entre ellas, se ha garantizado la diversidad de perfiles socioeducativos y de titularidades (p\u00fablicas y concertadas). Geogr\u00e1ficamente se ha conseguido una\u00a0 distribuci\u00f3n territorial equilibrada en el distrito de la Eixample. Con esta f\u00f3rmula, se facilita la transferencia entre las escuelas del consorcio y se favorece la difusi\u00f3n y diseminaci\u00f3n a otros centros educativos y entidades.<\/span><\/p>\n Para asegurar el impacto se ha concretado el objetivo principal en tres objetivos espec\u00edficos, cada uno de los cuales se presenta vinculado a acciones concretas. A su vez, los objetivos espec\u00edficos llevan asociados indicadores que permitir\u00e1n medir el impacto de cada una de las acciones. De esta forma, en las distintas fases de implementaci\u00f3n se podr\u00e1 conocer el grado de consecuci\u00f3n de los diferentes objetivos.<\/span><\/p>\n Para la gesti\u00f3n del proyecto se definen dos niveles de trabajo. En primer lugar, un consorcio encargado de la elaboraci\u00f3n, coordinaci\u00f3n y seguimiento del proyecto CO-EDU que est\u00e1 compuesto por docentes del CRP y de cada centro implicado. En segundo lugar, seis grupos impulsores, uno por cada centro participante, encargados de consensuar los objetivos espec\u00edficos en relaci\u00f3n con las necesidades curriculares propias.<\/span><\/p>\n Para la preparaci\u00f3n, seguimiento, apoyo y difusi\u00f3n de las movilidades CO-EDU se han definido distintas etapas y herramientas. En la fase de preparaci\u00f3n, se han realizado sesiones de presentaci\u00f3n y se han definido las etapas para la redacci\u00f3n del proyecto. En la fase de seguimiento y apoyo se han consensuado reuniones y pautas de trabajo para la realizaci\u00f3n de las movilidades. En la fase final y en las actividades posteriores se prev\u00e9n distintas acciones de difusi\u00f3n que favorezcan la reflexi\u00f3n y faciliten el cierre del proyecto. Las fases tienen asociadas herramientas de trabajo que ayudan a la cooperaci\u00f3n y al trabajo transversal.<\/span><\/p>\n Todas y cada una de las acciones y fases que proponemos desde CO-EDU aseguran un recorrido formativo que nutre desde la ra\u00edz el trabajo coeducativo, mejorando, enriqueciendo y difundiendo la perspectiva de g\u00e9nero m\u00e1s all\u00e1 del marco escolar. Por ello, tenemos el convencimiento de que CO-EDU fortalece y promueve las bases de una Europa m\u00e1s igualitaria y que encara los retos del s. XXI mirando al futuro.\u00a0<\/span><\/p>\n English summary The educational community has the duty, as a socializing agent, of transmitting knowledge and values to the future generations, so that they can face the social challenges they will have to confront in a critical and even-handed way. In Barcelona there have been a number of projects aiming to promote a process of educational renewal in which Genre has been one of the pivotal points of change. The CO-EDU project, promoted by the Centro de Recursos Pedag\u00f3gicos Eixample (CRP), uses these dynamics to become a part of the machinery of change that will help create a fairer, more equal society.<\/span><\/p>\n The CRP Eixample is an Educational Service aiming to improve the educational processes and results. One of the tools with which it hopes to achieve this goal is the dynamization of the process of acquisition of educational proficiency levels through on-going training.<\/span><\/p>\n When we analyse the educational performance in the centres in this district over the past few years it becomes evident that there is a growing demand for this education to be given with a genre perspective. This tendency, however, has not been accompanied by a coordinated strategy leading to an increased social and educational impact.<\/span><\/p>\n Based on this initial diagnosis, in the CRP Eixample we have detected the need to promote co-education in a coordinated and shared way, looking for new strategies that have their effect on our surroundings.\u00a0<\/span><\/p>\n To cover this necessity, we are promoting CO-EDU, a project that aims to promote a gender-sensitive education using educational innovations that are working in other parts of Europe. A total of eighteen European fact gathering missions would be needed, fifteen of them of a more observational nature and the remaining three in courses or formative activities. These missions would be distributed among seven partners in five EU countries.<\/span><\/p>\n CO-EDU focuses on primary and pre-primary education, because these are the stages where there are less co-educational actions (if we compare them to secondary education) and because it is in this stage that pupils start to acquire values thanks to their social interactions.<\/span><\/p>\n The six schools participating in the CO-EDU project share a common formative background. In order to improve their cooperativeness, we have ensured that there is a wide variety of educational (and social) profiles. We have also looked for schools that have different kind of ownership. In geographical terms, we have managed to produce a balanced territorial distribution in the Eixample district. This formula facilitates the connectivity between the schools in the project and the expansion towards other educational centres and related entities.<\/span><\/p>\n In order to ensure an impact, the main goal has been established on three specific targets, with each one linked to specific actions. These specific goals have a number of indicators associated to them, in order to measure the impact of each of these actions. This will allow a following of the different degrees of fulfilment of the diverse goals in the various stages of the project.<\/span><\/p>\n The management of the project requires two work levels. The first one is a consortium dealing with the elaboration, coordination and follow-up of the CO-EDU project. It will be formed by teachers from the CRP and from every educational centre involved in the project. The second will be formed by six promoting groups, one for each of the centres participating in the program, and they will be in charge of establishing specific goals related to their specific curricular needs.<\/span><\/p>\n In order to prepare, follow, support and give diffusion to the CO-EDU mobilities, different stages and tools have been defined. In the preparatory stage, presentation sessions have been performed and the stages for the scripting of the project have been defined. In the follow-up and support stage meetings have been agreed and work parameters have been established for the mobilities. In the final phase and in the activities that will follow it there will be various actions aiming to make reflection as widespread as possible and to facilitate the successful finalization of the project. The stages have different work tools associated to them to ensure cooperation and transversal workloads.<\/span><\/p>\n Each and every one of the actions and stages we propose from CO-EDU ensure a formative itinerary that will strengthen co-education from the roots: enriching and informing about the genre perspective beyond the educational frame. This is why we are convinced that CO-EDU strengthens and promotes the foundations of a more egalitarian Europe that will be better placed to face the challenges of the 21<\/span>st<\/span> century.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" La comunidad educativa como agente socializador tiene el encargo de transmitir saberes y valores para que las generaciones futuras sepan encarar los retos sociales de forma cr\u00edtica, justa y equitativa. En Barcelona se han impulsado acciones que promueven un proceso de renovaci\u00f3n pedag\u00f3gica en el… Llegeix m\u00e9s\u00bb<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":11271,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"class_list":["post-11329","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/pages\/11329","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/comments?post=11329"}],"version-history":[{"count":3,"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/pages\/11329\/revisions"}],"predecessor-version":[{"id":11756,"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/pages\/11329\/revisions\/11756"}],"up":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/pages\/11271"}],"wp:attachment":[{"href":"https:\/\/serveiseducatius.xtec.cat\/eixample\/wp-json\/wp\/v2\/media?parent=11329"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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