{"id":1109,"date":"2025-06-02T20:32:17","date_gmt":"2025-06-02T18:32:17","guid":{"rendered":"https:\/\/www.ub.edu\/gedis\/?p=1109"},"modified":"2025-06-02T20:32:23","modified_gmt":"2025-06-02T18:32:23","slug":"alfabetitzacio-de-genere-en-leducacio-i-la-societat-te-sentit-parlar-ne","status":"publish","type":"post","link":"https:\/\/www.ub.edu\/gedis\/ca\/alfabetitzacio-de-genere-en-leducacio-i-la-societat-te-sentit-parlar-ne\/","title":{"rendered":"Alfabetitzaci\u00f3 de g\u00e8nere en l\u2019educaci\u00f3 i la societat: T\u00e9 sentit parlar-ne?"},"content":{"rendered":"\n<p>En una \u00e8poca de transformacions socials i creixent consci\u00e8ncia sobre les desigualtats, el concepte d\u2019<em>alfabetitzaci\u00f3 de g\u00e8nere<\/em> ha esdevingut central en l\u2019educaci\u00f3, la recerca i les pol\u00edtiques p\u00fabliques. Per\u00f2, qu\u00e8 vol dir realment aquest terme? \u00c9s un marc conceptual consolidat i \u00fatil, o nom\u00e9s una nova entrada dins del vocabulari creixent de la diversitat i la inclusi\u00f3?<\/p>\n\n\n\n<p>Segons la literatura recent (<a href=\"https:\/\/doi.org\/10.1016\/j.ijcci.2024.100648\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Schaper, 2024<\/a>; <a href=\"https:\/\/www.binasss.sa.cr\/bibliotecas\/bhm\/oct23\/65.pdf\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Chang et al. 2023<\/a>; <a href=\"https:\/\/link.springer.com\/chapter\/10.1007\/978-981-97-8971-9_2\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Sony &amp; Rashid, 2025<\/a> ), queda clar que l\u2019alfabetitzaci\u00f3 de g\u00e8nere no nom\u00e9s \u00e9s s\u00f2lida des del punt de vista te\u00f2ric, sin\u00f3 que tamb\u00e9 \u00e9s socialment i educativament necess\u00e0ria. A m\u00e9s, el <a href=\"https:\/\/www.ub.edu\/gedis\/ca\/sobre-gedis\/\">projecte GEDIS<\/a> mostra com aquesta alfabetitzaci\u00f3 es pot integrar en les pr\u00e0ctiques institucionals per crear entorns d\u2019aprenentatge i treball m\u00e9s inclusius.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Definint l\u2019alfabetitzaci\u00f3 de g\u00e8nere<\/strong><\/h2>\n\n\n\n<p>Segons Schaper (2024), l\u2019alfabetitzaci\u00f3 de g\u00e8nere es defineix com la capacitat de comprendre, interpretar i implicar-se de manera cr\u00edtica amb les maneres en qu\u00e8 es construeixen i es representen els rols, normes i identitats de g\u00e8nere dins la societat. Aquesta capacitat inclou:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Comprendre les q\u00fcestions relacionades amb el g\u00e8nere i el seu impacte sobre individus i comunitats.<\/li>\n\n\n\n<li>Desenvolupar habilitats per reflexionar cr\u00edticament sobre els discursos socials constru\u00efts sobre el g\u00e8nere.<\/li>\n\n\n\n<li>Recon\u00e8ixer els propis valors i creences envers els rols i les normes de g\u00e8nere.<\/li>\n\n\n\n<li>Q\u00fcestionar estereotips, actituds discriminat\u00f2ries i biaixos sist\u00e8mics.<\/li>\n<\/ul>\n\n\n\n<p>Chang et al. (2023) remarquen que el g\u00e8nere no \u00e9s una ess\u00e8ncia fixa, sin\u00f3 un acte performatiu, una idea fonamentada en la teoria de la performativitat de Judith Butler. Aix\u00ed, l\u2019alfabetitzaci\u00f3 de g\u00e8nere implica tamb\u00e9 la capacitat de llegir i criticar el proc\u00e9s continuat de \u201cfer\u201d el g\u00e8nere, tant en les altres persones com en una mateixa.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" src=\"https:\/\/raw.githubusercontent.com\/gediseuproject\/gedis-media-repo\/main\/wordpress-images\/posts\/Gender_Literacy_Post.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Per qu\u00e8 \u00e9s important l\u2019alfabetitzaci\u00f3 de g\u00e8nere<\/strong><\/h2>\n\n\n\n<p>La import\u00e0ncia de l\u2019alfabetitzaci\u00f3 de g\u00e8nere va molt m\u00e9s enll\u00e0 dels debats te\u00f2rics. Segons les fonts esmentades, t\u00e9 un impacte directe en m\u00faltiples \u00e0mbits socials:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Promou la igualtat de g\u00e8nere i refor\u00e7a la resili\u00e8ncia social.<\/li>\n\n\n\n<li>Ajuda les persones a validar la seva identitat i mantenir una imatge positiva d\u2019elles mateixes.<\/li>\n\n\n\n<li>Redueix les interaccions de g\u00e8nere poc saludables i afavoreix relacions m\u00e9s respectuoses.<\/li>\n\n\n\n<li>Fomenta l\u2019acceptaci\u00f3 de totes les identitats de g\u00e8nere, especialment les de minories sexuals com les persones trans i no bin\u00e0ries.<\/li>\n\n\n\n<li>Desafia la creen\u00e7a que els rols de g\u00e8nere s\u00f3n determinats per la biologia.<\/li>\n\n\n\n<li>Dona suport a una presa de decisions socials informada i disminueix la vulnerabilitat davant dels prejudicis o la desinformaci\u00f3 de base de g\u00e8nere.<\/li>\n<\/ul>\n\n\n\n<p>L\u2019alfabetitzaci\u00f3 de g\u00e8nere tamb\u00e9 \u00e9s clau per combatre el <em>g\u00e8nereisme<\/em>, ent\u00e8s com la institucionalitzaci\u00f3 de la binarietat de g\u00e8nere i l\u2019exclusi\u00f3 de les persones que no s\u2019hi ajusten.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Alfabetitzaci\u00f3 de g\u00e8nere a la pr\u00e0ctica educativa<\/strong><\/h2>\n\n\n\n<p>Els centres educatius s\u00f3n espais fonamentals per fomentar l\u2019alfabetitzaci\u00f3 de g\u00e8nere. Les pedagogies feministes han subratllat durant d\u00e8cades que les escoles i les universitats s\u00f3n tant llocs de transmissi\u00f3 de coneixement com d\u2019expressi\u00f3 i reproducci\u00f3 de normes socials \u2014entre elles, les de g\u00e8nere.<\/p>\n\n\n\n<p>En l\u2019estudi de Schaper (2024), infants d\u2019educaci\u00f3 prim\u00e0ria a Espanya van participar en tallers <em>maker<\/em> per crear joguines interactives. Aquests tallers, fonamentats en principis pedag\u00f2gics feministes, els van permetre reflexionar cr\u00edticament sobre els estereotips de g\u00e8nere associats al joc i al disseny de joguines. Mitjan\u00e7ant activitats pr\u00e0ctiques, di\u00e0leg i disseny col\u00b7laboratiu, van identificar les seves pr\u00f2pies suposicions i van proposar models alternatius i transversals al g\u00e8nere.<\/p>\n\n\n\n<p>Una de les troballes m\u00e9s rellevants \u00e9s que la consci\u00e8ncia de g\u00e8nere s\u2019ha de treballar des de ben petits. Les recerques mostren que les creences r\u00edgides sobre el g\u00e8nere es comencen a formar a la inf\u00e0ncia i que s\u00f3n m\u00e9s dif\u00edcils de transformar durant l\u2019adolesc\u00e8ncia i l\u2019edat adulta. Per tant, fomentar aquesta alfabetitzaci\u00f3 durant l\u2019etapa escolar \u00e9s una estrat\u00e8gia preventiva i, alhora, empoderadora.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Dimensi\u00f3 acad\u00e8mica: Lli\u00e7ons des de Bangladesh<\/strong><\/h2>\n\n\n\n<p>Sony i Rashid (2025) van estudiar l\u2019estat de l\u2019alfabetitzaci\u00f3 de g\u00e8nere entre estudiants de secund\u00e0ria a Bangladesh. L\u2019estudi va revelar que, tot i mostrar una alta consci\u00e8ncia dels rols socials de g\u00e8nere, l\u2019alfabetitzaci\u00f3 general era m\u00e9s baixa entre l\u2019estudiantat amb m\u00e9s rendiment acad\u00e8mic.<\/p>\n\n\n\n<p>Les autores atribueixen aquest fet a la manca d\u2019integraci\u00f3 formal de la perspectiva de g\u00e8nere al sistema educatiu. Les escoles no ofereixen una formaci\u00f3 estructurada sobre g\u00e8nere per a nois o persones amb identitats de g\u00e8nere diverses. Els curr\u00edculums tendeixen a centrar-se gaireb\u00e9 exclusivament en l\u2019apoderament femen\u00ed, sense incorporar visions m\u00e9s \u00e0mplies i inclusives de la diversitat de g\u00e8nere.<\/p>\n\n\n\n<p>Aquest resultat refor\u00e7a la necessitat d\u2019incorporar l\u2019alfabetitzaci\u00f3 de g\u00e8nere de manera transversal a tots els \u00e0mbits curriculars \u2014no nom\u00e9s com a contingut puntual a l\u2019educaci\u00f3 per a la ciutadania o durant les setmanes tem\u00e0tiques, sin\u00f3 com a compet\u00e8ncia clau per a qualsevol \u00e0rea.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>GEDIS: Integrant l\u2019alfabetitzaci\u00f3 de g\u00e8nere a l\u2019educaci\u00f3 superior<\/strong><\/h2>\n\n\n\n<p>El projecte europeu <strong>GEDIS<\/strong> exemplifica com es pot utilitzar l\u2019alfabetitzaci\u00f3 de g\u00e8nere tant com a objectiu educatiu com com a eina metodol\u00f2gica. Centrat en la formaci\u00f3 en <em>Biblioteconomia i Documentaci\u00f3<\/em> (Library and Information Science, LIS), GEDIS aborda una mancan\u00e7a sovint ignorada: fins a quin punt les persones futures professionals de la informaci\u00f3 s\u00f3n formades per comprendre les dimensions de g\u00e8nere en les dades, l\u2019acc\u00e9s a la informaci\u00f3 i la representaci\u00f3 del coneixement.<\/p>\n\n\n\n<p>En aquest projecte, l\u2019alfabetitzaci\u00f3 de g\u00e8nere \u00e9s alhora un <strong>objectiu<\/strong> i un <strong>recurs<\/strong>:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Com a objectiu<\/strong>, GEDIS vol garantir que estudiants i docents desenvolupin eines cr\u00edtiques per identificar i corregir els biaixos de g\u00e8nere en cat\u00e0legs, metadades, sistemes de recerca i entorns d\u2019aprenentatge.<\/li>\n\n\n\n<li><strong>Com a recurs<\/strong>, ofereix un marc per a l\u2019avaluaci\u00f3 de curr\u00edculums, la formaci\u00f3 del professorat, el disseny d\u2019eines d\u2019autodiagnosi institucional i el desenvolupament de recursos educatius oberts (OER) inclusius.<\/li>\n<\/ul>\n\n\n\n<p>GEDIS mostra que aix\u00f2 \u00e9s possible en la pr\u00e0ctica: integrant l\u2019alfabetitzaci\u00f3 de g\u00e8nere al cor de les pol\u00edtiques institucionals, promovent la col\u00b7laboraci\u00f3 interdisciplin\u00e0ria i generant eines que afavoreixen tant la sensibilitzaci\u00f3 com l\u2019acci\u00f3 transformadora.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Refer\u00e8ncies<\/h2>\n\n\n\n<p><strong>Chang, Serena M., Laura Erickson-Schroth, and Marija Kamceva.<\/strong> 2023. \u201cGender Literacy Across Childhood and Adolescence.\u201d <em>Child and Adolescent Psychiatric Clinics of North America<\/em> 32 (4): 655\u2013666. <a class=\"\" href=\"https:\/\/doi.org\/10.1016\/j.chc.2023.05.001\">https:\/\/doi.org\/10.1016\/j.chc.2023.05.001<\/a>.<\/p>\n\n\n\n<p><strong>Schaper, Marie-Monique.<\/strong> 2024. \u201cGender Literacy through the Making Process: A Feminist Pedagogy Approach.\u201d <em>International Journal of Child-Computer Interaction<\/em> 40: 100648. <a class=\"\" href=\"https:\/\/doi.org\/10.1016\/j.ijcci.2024.100648\">https:\/\/doi.org\/10.1016\/j.ijcci.2024.100648<\/a>.<\/p>\n\n\n\n<p><strong>Sony, M. M. A. A. M., and M. M. Rashid.<\/strong> 2025. \u201cStatus of Gender Literacy in Academia: A Critical Analysis of Secondary School Students in Bangladesh.\u201d In <em>Psychology of Sexuality &amp; Mental Health Vol. 2<\/em>, edited by N. Pant. Singapore: Springer. <a class=\"\" href=\"https:\/\/doi.org\/10.1007\/978-981-97-8971-9_2\">https:\/\/doi.org\/10.1007\/978-981-97-8971-9_2<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>En una \u00e8poca de transformacions socials i creixent consci\u00e8ncia sobre les desigualtats, el concepte d\u2019alfabetitzaci\u00f3 de g\u00e8nere ha esdevingut central &hellip; <\/p>\n","protected":false},"author":1,"featured_media":1125,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"fifu_image_url":"https:\/\/raw.githubusercontent.com\/gediseuproject\/gedis-media-repo\/main\/wordpress-images\/thumbnails\/Gender_Literacy_Thumbnail.jpg","fifu_image_alt":"","footnotes":""},"categories":[15],"tags":[],"class_list":["post-1109","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-ca","latest_post"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.2 - 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