domingo, 20 de noviembre de 2016

Is Spanish language sexist?


Machismo is an expression derived from the masculine word, defined as that attitude or way of thinking of who maintains that the male is by nature superior to the woman.
Machismo is an ideology that encompasses the set of attitudes, behaviors, social practices and beliefs aimed at promoting the denial of women as subjects regardless of culture, tradition, folklore or context. To refer to such denial of the subject, there are different variants that depend on the scope that refers, some are familiar (patriarchal family structures, ie male domination), sexual (promoting the inferiority of female sexuality as a passive subject or denial of desire (Underreporting of work, second-line workers), legislative (not representing women in the laws and therefore not legitimizing their status as citizens, laws that do not promote the protection of women and their Needs), intellectual (inferiority in intelligence, mathematical ability, objective ability, logic, analysis and treated as cunning, malice, subjective, low IQ), anatomical (little importance at birth, little role in biological reproductivity) , Linguistic (not depicting women in language), historical (concealment of important women within the history of mankind), cultural (representation of women in the media as a body making itself an object instead Of a human being, spectacle), academic (little importance to studies of gender, not recognition of the importance of the touched feminism), etc.

Traditionally machismo has been associated with the differentiation of tasks between men and women, and the subordination of women in many societies.

Sexism, sexual discrimination or gender discrimination is prejudice or discrimination based on sex, it also refers to conditions or attitudes that promote stereotypes of social roles established in sexual differences. Sexist attitudes are based on traditional beliefs and stereotypes about Different gender roles. The term is used to refer to discrimination of both sexes. Sexual discrimination is not only a concept dependent on individual attitudes, but is incorporated into many institutions of society. Sexism is often associated with arguments about gender supremacy.

In the Castilian language we can find some terms that, according to the genre, can be considered as good or as an insult. In the DLE (Dictionary of the Spanish Language) the following definitions appear:
- Perro: Mamífero doméstico de la familia de los cánidos, de tamaño, forma y pelaje muy dicersos, según las razas, que tiene olfato muy fino y es inteligente y muy leal al hombre.

- Perra: f. Prostituta.

- Zorro: Mamífero cánido de menos de un metro de longitud, incluida la cola, de hocico alargado y orejas empinadas, pelaje de color pardo rojizo y muy espeso, especialmente en la cola, de punta blanca. Es de costumbres crepusculares y nocturnas; abunda en España y caza con gran astucia toda clase de animales, incluso de corral. 
Persona muy taimada, astuta y solapada.

· Zorra: f. despect. malson. prostituta.

· Cocinillas. Hombre que se entromete en cosas, especialmente domésticas, que no son de su incumbencia. 

domingo, 15 de mayo de 2016


Hello!!! I am Marina De Vicente and this week I am the facilitator of the task.

Well doneeeee Alicia and well doneee Chalkies! This week the task has been very interested and I like how the star,  who is Alicia, do it, each week we improve contoling our nerves and this is good for preparing our exam.

The task of this week as the other was very interesting because as future teacher and as future worker we have to know what kind of personality was the correct to teach and also to direct a school.

First we read all the information and later we choose the better option for us who was the participative. I think that the content of our task was amazing but ones I see the job of the other classmates I think that we must have improved the decoration of the presentation, this time we only do banners so next time we are going to take into account this.

However I am very happy with this task I learn too much and I am very nervious of preparing the next and last task .COME ON CHALKIES ONLY ONE WE CAN!!!!

sábado, 14 de mayo de 2016


Hi! It is Marina García! This is my third week as a star, and unfourtunately the last one, since, as you've read, the course #SOyER1516 is about to finish and there won't be more tasks. It's a pity... Despite of having too much work, we've really enjoyed during this course working in groups, fostering our creativity and adquering a lot of new knoledge...

Stop sensitiveness, let's me talk to you about this last task about relationships between the two articles we have rencently read (from A. Bolivar and M. T. González) and the two chapters about complexity and connections in schools. [All of them are avaible in the curator page]:

My turn as star helper arrived in the last week. I had to help my mate Alicia Gomis in order to expose perfectly this connections that we all have create. It was the second speed learning exposition we did, I really like it because I 've never done something similiar. For the ones that don't know what it is, let's me explain that it is a circle done all over the class by the stars of each group. They place with their poster and they have to explain the activity to one group who will be changing each 5 minutes so as to visit all the stars.

It is a really interesting way, although it is a bit tiring for stars (at the end we have no saliva at all!).
I was really confortable while talking to my mates since I've already known all of them and I am not shy anymore. Even with Linda I felt good! I was pleased to explain to them my work, since, personally, I think that we did a really great job this week.

It's a pity to say goodbye to this subject, but the end has just come. I hope you all have enjoyed as much as we've.  Thank you, bloggers, for all  your support.

Much love,


PS: If you want to discover more about this topic, here is my speech, it was the piece about complexity in schools, for connections in schools, checks Alicia Gomis star's slide.

viernes, 13 de mayo de 2016


Hi guys! I am Isabel Ramírez de Arellano Sevilla and I am the translator of this week. Here you have the last five concepts from our last weekly task:
We have focused in the organizations that appear in school and that coordinate all the teaching-learning process:

The first one we have is ''Equipo docente de ciclos'' in English it can be said  ''teachers' team''. It is an organization within the schools that is composed by all the teachers that are involved in an educational step. They work together to solve problems and they are involved with a group of students so they have a closer relationship with them. The teachers have a tutor and all of them work together coordinating the cycle.

The second one is called ''Departamentos didácticos'' in English it can be said ''teaching departments''. It is an organization within high schools that is composed by some teachers that are specialize in one subject and they together decide about that subject and coordinate what is going to be done during a school year. They don't work with the other teachers in oder to know better their students because they are in a department only with teachers like them.

The third one is '' Junta de profesores''. They are groups from high schools that are composed by the teachers that teach a group of students and by the tutor of the group. There are teachers from the different departments and subjects that have this students and together they decide the marks, the important decisions of the students' group and they make a general valuation of them.

The fourth one are ''Schools that learns''. This means that in schools not only the students can learn from the teachers but also all the people involved in the teaching-learning process can learn: headmaster, teachers, orientation's group... All this people share their knowledge and their experiences with the others and with that they emerge new knowledge from this connections.

And the last concept of this task is ''Speed learning method''. This is one method used in class that consists on divide the class into different places for learning, each group is at one of them and each group is rotating around the spaces in order to know the work from the others and learn. It is called speed learning because the time for seeing the work from the others goes from 5 minutes to 5 minutes. At the end, you can see all the works from your classmates and you will have learnt at least one important thing although most of the time you learn much more.


Hi again bloggers! It's Elena Gonzalez and in this last task I have been the facilitator of the Chalkies.

Is there anything better than finishing this subject being the boss of the group? I think no. Why? Well, first of all I am a bit stubborn and I prefear to be the leader than being leaded. Moreover, as this was our last task I wanted everything to be perfect.

We are characterized for finishing the tasks at atypical hours (midnight), but this time we organized ourself so that it wouldn't happen again.
On Monday we were told what we had to do: a connection map among 2 new texts ("Estructuras para el trabajo y la coordinación de los profesores en los centros" by Mª Teresa González González and "Los centros educativos como organizaciones que aprenden: una mirada crítica by Antonio Bolívar")   and the chapters about complexity and connections.
As each one of us had specialized on one chapter about complexity and connections on the previous task, each of us read the new documents and looked for relationships with her chapter.

We decided to meet that evening in order to advance, to put in common all the connections that we had found and to try to start making the connection map and, surprisingly,  we finished the task that evening. In order to encourage them I bought sunflower seeds (something that we really like) and some biscuits.
I think that finally we have learned to better organize ourselves.

The exposition of our stars was quite great, so I am proud of my team and of my work as facilitator. I have loved working with this amazing group.

I hope you have liked ours posts during this months and I'll try to keep on blogging.
I'll miss you! Elena :)

Last week, last stars!

Hi guys! The last star is here! I am Alicia Gomis and I have a lot of things to tell you.
First of all I want to say that I consider that this has been one of our best tasks due to or easy coordination and our final work, it was excelent! Secondly, on Monday I was really afraid to be the last star, but fortunately two star would be in charge of the task this time, and I have to say that working with Marina is always a pleasure because she always knows what to do in each moment.
Well in this task we were in charge of compare two new texts: “Estructuras para el trabajo y la cordinación de los profesores en los centro” by M· Teresa González and “Los centros educativos como organizaciones que aprenden: una mirada crítica” by Antonio Bolívar,  with the two of Complexity in school and the different connections. With this information what we had to do was a poster, and present it on Wednesday on Speed Learning form. So both, Marina and me prepared our speech with the other Chalkies’ help.

This is my improved part of the speech, Marina is going to show you the other part on her post, don’t miss it please!
Now you can read:

“As you know, the school is a complex context y which different relationships occur, and that’s what happen between teacher and student. They learn from each other due to the fact of teacher-student connection. 

How teachers teach has a great influence on student achievement. As we have difficult contexts, we have different relatioships and as you can see in the text “Schools organized” those relationships are different depending on the school level. In primary education we find that teachers teach more than one subject, the relationship with students is better and closer because they spend more time together. In schools, students see their teachers not only as a way of tranmision of the knowledge but also as a person they can count with. Meanwhile in Secondary Education teachers spend less time with students because they specialize just in one subject, as a result the relationship teacher-student is different.
Not only teacher and student take part on the school context but also the learning and the whole class relationship. So as Antonio Bolívar says in his text,  it is not enough that the teacher have a lot of knowledge about his subject if he doesn't know how to interact with the students. Teacher must transmit his knowledge to the students, so students begin to familiarize theirself with the new concepts (learning) and at the same time, they exchange views with other peers, so the class work as a group, there is cooperation. That means that there are different factors involved in the Organization of a school and that these factors must be connected together.
Talking about the school as an organization, we haave seen in the Antonio Bolivar’s text that it could be an organization that learn due to the fact that an organization (in this case the school)  improves, and consequently, learns, when the learning is seen at different levels; individual, group, and system learning. So that way can accomplish the desired and benefitial organization for everyone.

In contrast, we have also found in the other text that there is a big mistake in the organization of the school that produce isolated teachers and a lack of cooperation between them. The reason of that is the physical disposition of school centers, because as they don´t have a space to work together, beyond the classroom, they spend the most of their time here, in the physical classrooms.”

And that’s all, I have to say goodbye again, but this is the last time.
There have been a lot of good moments and also bad ones because it’s not easy to work in cooperative groups during an entire term, eventhough I love my mates you know, but sometimes a really would like to kill them!

I hope you have enjoy reading our posts these weeks like we have done doing them!
See you bloggers, I’ll miss you!

Alicia J