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2022. Year of the 500th Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

GENDER EQUALITY CURRICULAR STRATEGY

MODULE 1. GENDER EQUALITY

FOR THE RIGHT TO BE DIFFERENT

TEACHING SHEETS

TEACHING SHEET
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

Curricular axis
Objective of Promote equality between women and men through prevention
learning of discrimination and gender violence.
Theme: Gender roles and stereotypes
Skills: Recognize your gender identity and that of others
Values Identity
Learning for the Learn about the different gender identities
life

Conquering spaces

Materials: Paper, pencil.

Development:

1. Ask your students to read the following text or they can read it in full group.

Ana and Manuel are two siblings who live in the community of La Pila, where they just
to open the high school. Since Ana fell behind a year in school, she goes along
with him in the last year of high school. Ana is a very good student, she loves to read and she
he is passionate about mathematics; Manuel finds school a bit challenging, but he does his best
greater effort to continue studying. In their family, it is believed that continuing education
it's not that important; the opportunity to go to high school is so they learn from
less to read and write and the basics; and that once finished, Manuel must accompany
to his dad to work in the field to learn to work and Ana will dedicate herself to helping her
Mom, to take care of and attend to her siblings and to do the house chores. Ana and Manuel
they have dreams of continuing in school and preparing. Many times they have talked and
dreamed together, about what they would like to study, which school they want to go to, where they see themselves.
working and how they see themselves in the future in their professional life, but in the face of the denial of their
parents see it as complicated to continue with it.

2. Request the group to form work teams, invite them to reflect and provide answers in
together with the following question.
The challenges that Ana and Manuel have faced in their family are related to the
gender stereotypes and why?
3. Once the teams have finished the discussion, each student must write in their
Notebook three situations in which you have been allowed to do something or have been restricted from doing something.
do it for being a man or a woman.
4. Open a group discussion inviting a student to share about the changes that
society still requires so that people do not have obstacles in their aspirations
for being a man or a woman.
To work at other times: At some point during your classes, provide examples to your
students that allows them to identify how gender stereotypes have been combated. It can
address themes about the presence of women in football, men's enjoyment of cooking
or clothing design, among others; and emphasize that, in order to achieve this, both men and women have had
facing multiple personal challenges and obstacles that have allowed them to assert their rights
and freedoms.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET
Curricular axis
Objective of Promote equality between women and men through prevention of
learning discrimination and gender violence.
Theme: Gender roles and stereotypes
skills Recognize your gender identity and that of others
Valores Identity
Learning for the Learn about the different gender identities
life

Recognition Walk

Materials: Paper, leaves or cards, adhesive tape

Development:

1. Ask each of your students to write down on a piece of paper or card, with handwriting
big, five aspects that characterize them and write their biggest dream:

I AM:

X
XX
XXX
XXXX
XXXXX
MY DREAM:

2. Then ask him to stick his sheet to his chest and walk around the classroom, reading carefully.
the posters of each of his/her classmates.
3. Indicate that they will have three minutes to walk and find like-minded people, that is,
they have at least one similar characteristic or share a similar dream. Those who find
Their similar ones should group together and form a circle and quickly give it a name.
group (you have one minute to do this).
I request that they begin to walk again looking for other coincidences to form
a new group with another name, and they will repeat several times according to the possibilities of
time.
4. At the end ask what they observed? How many similarities and differences do they have between
yes?
5. Close the class with a group conclusion asking them to respond to whether it is possible to be
part of a group and maintain individuality?

To work at other times: Organize the creation of a mural where they show the
customs, beliefs, and the problems and interests of their community, which are factors that
they share and that makes them belong to a group.
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2022. Year of the five hundredth anniversary of the founding of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET
Curricular axis
Objective from Promote equality between women and men through prevention of
learning discrimination and gender violence.
Theme: Gender roles and stereotypes
skills Self-care
Values: Integrity
Learning to understand the importance of knowing about your sexual health
life reproductive

Free, with information and responsibility

Materials: Sheets of cardstock, magazines, scissors, colored pencils and/or markers.

Development:
Request the students to:

1.Read the following note aloud, invite a student to lead the reading:
The lack of effective sexual education is linked to problems faced by the
youths currently such as teenage pregnancy, transmission of STIs, little
approach to health services in general, and in particular to sexual health services
reproductive, as well as gender-based violence, where violence in the
affective-sexual couple relationships, and discrimination and violence based on identity and expression
gender, and sexual orientation.1

2.Express what they know and have reviewed in previous courses about the risks that exist in
having sex without any kind of protection.

3. Organize teams of 5 or 6 students, each team must propose a conduct of

prevention, in situations like those described in the left column of the
next frame.
RISK SITUATIONS BEHAVIOR OF
PREVENTION

I'm going to a party with my partner or friends, I drink alcohol more than I should and...

I managed to find a girl that I really like, alone at her house, we talked.
and we kissed and ...

I feel like a 'demand' to please, to satisfy my boyfriend, and then

when we are alone...

1(UNESCO, 2018; UNFPA, 2015. Cited by UNDP, SEP, 2020, Proposal for implementation
of the Comprehensive Education component in Sexuality and Gender at the upper secondary level. p. 10.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

I think we should not miss the opportunities that arise to have.

sex and...

One shouldn't upset men by acting like the difficult girl, then...

With my boyfriend or girlfriend, we thought it over and decided to start our sexual life.
so...

4. Invite each team to share their proposals for preventive behaviors.

To work at other times: Ask them to create posters with phrases, drawings, or images that
they refer to risk situations and how to prevent or manage situations that may arise
when one decides freely, voluntarily, and informed about reproductive sexual life.
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"2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico."

TEACHING SHEET
Curricular axis
Objective of Promote equality between women and men through prevention of
learning discrimination and gender-based violence.
Subject: Gender roles and stereotypes
Skills: Decision making
Valores Responsibility
Learning for the Make assertive decisions about your sexuality and reproduction
life

Do I want the same?

Materials: Notebook and pencil.

Development:

I request that the students:

Reflections on the opinion they have regarding family, motherhood and the
Fatherhood, they are states or natural living conditions, valid and necessary for all
woman and every man or if they represent an unavoidable destiny.

They clarify that, although we perceive the indicated life options as unavoidable destinations,
This is due to the fact that they constitute the basic cultural pattern that shapes a style of desexuality.
and fosters a form of "reproduction" of life in society. However, although
it seems to be a funnel from which there is no escape (families headed by dad
and mothers who bear children, who will form new families... and so on eternally), the
reality shows us that there is a diversity of styles of living in a family and of exercising
sexuality.
3. Invite the students to reflect on the following questions:
●Throughout all times, human beings have been organized into families, in the
model of a nuclear family, monogamous, of two generations living together?
What type of families do you observe around you: Are they single-parent (the dad, the
Is a mom or a tutor in charge? Are they nuclear (the dad, the mom, and the children)?
Are they extended families (including grandparents or uncles)? Or are they composed families?
(with remarried dads or moms and with other children)? Are they families?
heterosexuals or homosexuals? Are they families with children or families without children?

What ages did your grandparents get married and at what ages did they have children? Do you think that
Did your mom or dad reproduce the family model they had? Why?
4. Ask the group of students to analyze the following questions, thinking about their
families and the characteristics with which they identify, indicating which ones make them feel
comfortable and what things they could change in the future when they have their own family:

Is motherhood essential to being a fulfilled woman?

Is fatherhood essential to being a fulfilled man?
Is it valid to be fully a woman and not be a mother? Why?
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2022. Year of the 500th Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

Is it valid to be a fully man and not be a father? Why?

Is it legitimate to assume an adult life in which one lives a full sexuality, without ...
Does this happen in a family? How to do it?
5. Highlight that adolescents or young people have the right to decide their life project,
whether they recreate existing models or build new forms of family and
sexuality. The fundamental thing is that these decisions are taken on board in a way
argued and conscious, and not as a simple repetition of custom.

To work at other times: Address the issue of the historical evolution of the family in the
subject of Introduction to Social Sciences. Also incorporate it into Reading Workshop and
related subjects. Writing with the additional and previous reading of some family stories that
Carlos Fuentes develops in All Happy Families, ed. Alfaguara, 2006.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET
Curricular axis

Objective of Promote equality between women and men through prevention of

learning discrimination and gender violence
Sex and gender
Skills: Recognize your gender identity and that of others
Values: Identity
Learning for the Learn about the different gender identities
life

What is sexual diversity?

Printed copy of gender definitions. Paper and pencil.

Development:

I ask the students to:

1. They comment that there are new reflections and approaches on topics related to the
sexual identity. Ask them to review the following materials.
https:///www.youtube.com/watch?v=1QbTZYiQ6BA&t=4s

https://The provided text appears to be a URL and does not contain translatable content.
(chapters 1 and 2)
2. Reflect on the definitions of gender and sexual diversity and ask them to express their
Doubts in an open environment. It is important that the concepts are clear to them.
3. Motivate the reflection on the discrimination suffered by people who do not conform to the
most common sexualities and about the relationship between sexual diversity, freedom and
dignity that is safeguarded by human rights (Universal Declaration of Human Rights).

4. Write a brief text freely, answering the following questions. Clarify that
They can only share it voluntarily with those they trust completely:
What sex and gender do I identify with?
How do I live my sexual orientation?
Am I comfortable with the way others see and judge me?
my sexuality?
I judge negatively people whose sexuality does not match the most.
visible and socially accepted?

To work at other times: Invite the students to read Alexis or the treaty of the useless.
combat of Daisy Yourcenar. Also the they can to listen in
https://www.youtube.com/watch?v=sJaF-cwOWSQ
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2022. Year of the Quintessential Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET

Curricular axis

Objective of Promote equality between women and men through prevention

learning discrimination and gender violence.

Theme: Gender roles and stereotypes.

Skills: Recognizing your gender identity and that of others

Values: Identity

Learning for Learn about the different gender identities

life

Getting to Know Me

Materials: Notebook and pencil. Internet access and devices to watch a video.

Development:

1. Through the following questions, introduce the students to recognizing and

reflect on the difference between sexual identity and gender identity.

a) What determines whether a person is a man or a woman, biology or nature?

Does biology determine more than the anatomy and physiology of the organs?
sexual characteristics of a man or a woman? (sexual identity)
What determines whether a person feels like a man or a woman, biology or the
Nature? Is it the culture we live in that guides how 'the
masculinity and femininity? (gender identity)
c) Put in class the next video
https:/Invalid input. Please provide text to translate.what the testimony contains of
a young person who realizes that their sexual identity does not correspond with their identity
about the gender that culture assigned to him since he was little. Request that they share their opinions on it.

video testimony.
2. Comment on the importance of not making jokes or teasing about these topics because
they involve difficult situations and decisions for people who realize or feel
that their behavior or tastes are different from those defined by socially accepted models.
accepted as normal.
a) Address the importance of respecting people with different tastes who
they may seem different from what is socially accepted.
Clarify with the group that the roles of men and women have changed over time.
of time and that nowadays a man who cooperates at home or who has different
Color and clothing preferences are not signs of homosexuality.
3. Take advantage of the last minutes to encourage each student to reflect on the
importance of people (including them) being satisfied with their way
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2022. Year of the Five-Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

to be and to act, above the social and cultural models and stereotypes that
impose.
a) Ask if any student wants to share their personal experience in
this process of self-knowledge.
b) Remember the importance of dignity for any person.

To work at other times: Consider the relevance of promoting or continuing this reflection.
in Extracurricular Activities and/or Learning Support Workshops. The topic can also
to address in Social Anthropology to recognize the different ways of being and expressing being a woman
or being a man in different cultures or historical periods. Even in Artistic Appreciation can
to investigate different models of masculinity and femininity.
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2022. Year of the Five Hundredth Anniversary of the Founding of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET

Curricular axis

Objective of Promote equality between women and men through prevention of

learning discrimination and gender violence.

Theme: Gender equality.

Skills: Understand the concept of gender equality.

Valores Justice.

Learning for Reject differentiated access to the right to gender equality

life

Pro-Equity Rally

Materials: Colored paper, pencils or pens

Development:

1. Form teams of 5 members to participate in a pro-equity Rally, which consists of

the following:
The game will have a starting point and a finish line, and in between, installations will be set up.
stations; you can install as many stations as you want, just ensure you have
sufficient questions.
In each station, there will be little paper notes with questions related to gender equity.
If they respond positively, they will move forward; if not, they will remain there, waiting for the
next question and taking advantage of the new opportunity they will have to advance.
3. The winning team will be the one that reaches the finish line in the shortest time possible.
A requirement for his victory to be recognized is that he argues his answer.
affirmative, explaining what elements of reality made them consider what
It is pointed out in the question. If he does not achieve it, he is disqualified and the next one goes up.

a team that can argue and exemplify.

4. If you don't have enough space, you can adjust this dynamic and award points in each
station and accumulate until there is a winning team.
2. The questions that will be asked at each station will be as follows:
1. Did you imagine that even under conditions of equality, women spend double
from hours to household activities?
Did you know that gender-based violence affects 47% of women aged 15?
and more in the country?
3. Did you imagine that businesswomen in our country contribute 37% to
Gross Domestic Product (GDP)?
4. Did you imagine that women dedicate up to 50 hours of unpaid work?
while men only dedicate 17 hours?
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2022. Year of the Five Hundredth Anniversary of the Founding of Toluca de Lerdo, Capital of the State of Mexico.

5. Did you imagine that women face greater obstacles to occupy a

public position?
6. Did you imagine that, on average, women earn less than men?
mainly in industrial occupations and commercial areas?
7. Did you imagine that illiteracy is higher among indigenous women than among
men?
8. Do you think a woman can become a company manager or president?
9. Did you know that the women's football league has a very low salary of barely
$3,500 pesos a month?
10. Did you imagine that the State of Mexico ranks 2nd nationally with
more victims of femicide?
3. To conclude, ask the students for their own conclusion about the importance of fostering
attitudes and actions that contribute to gender equality.

To work at other times: Organize with your students the Pro-Equity week and
ask them to make a list of actions they could take to contribute to equity
gender and motivate them to carry them out.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING FILE

Curricular axis

Objective To promote equality between women and men through prevention of

learning discrimination and gender violence

Theme: Gender roles and stereotypes.

Skills: Recognize biases

Valores Empathy

Learning to develop strategies to eliminate gender stereotypes and prejudices

life: that condition their opinion or their actions

Data that Makes You Think

Materials: Attached file (Gender Statistics and Indicators, ECLAC), paper, markers

Development:

1. Request that the students read the attached file and explain it in their own words.
data on statistics and indicators with a gender perspective and why they are relevant
in the achievement of substantive equality.

2. Show the infographics attached to this exercise and ask the students to comment.
the following points:

1. What is the purpose of having data like the ones observed?

Does gender-sensitive information only refer to women?

3. To conclude, invite the students to explore the Gender Atlas by INMUJERES, UN.
WOMEN, CEPAL and INEGI[2], and that they share in writing three data points that most caught their attention.
attention, explaining why.

1 The file also can to locate oneselfdirectly in internet

Unable to access the content of the provided URL.

] http://gaia.inegi.org.mx/gender_atlas/
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.
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"2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico."

Source:https://www.coneval.org.mx/PressRoom/PublishingImages/INFOGRAPHICS/womenpoverty
youaremexicanas-C.jpg
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.
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2022. Year of the Five Hundredth Anniversary of the Founding of Toluca de Lerdo, Capital of the State of Mexico.

To work at other times: Ask the students to look for infographics about
different topics that allow for an analysis with a gender perspective.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

Didactic Sheet

Curricular axis

Objective Promoting equality between women and men through prevention of

learning discrimination and gender violence

Subject: Gender roles and stereotypes.

Skills: Recognizing the factors that influence gender inequality

Values: Equality

Learning to reflect on the implications of inequality, discrimination and

life: gender violence in the development of society

Look with Different Eyes

Materials: Attached text

Development:

1. The students will read the text attached to this sheet. It can be read aloud by
different students or, if possible, that the students have a copy to read
silence. You can also obtain it at the following link:
a. http://redongdmad.org/manuales/genero/datos/docs/1_ARTICULOS_Y_DOCUMENTOS_DE
REFERENCE/A_BASIC_CONCEPTS/Gender_Approach_in_Social_Intervention
The provided text does not contain any translatable content.
2. After reading the text, select a topic that is familiar to the students as a group.
any social problem of the community or the entity and motivate a reflection that
allow students to exercise a perspective that enables them to view the topic with insight
of gender. Below are some axes and questions that can help and that
they can be relevant or not depending on the case.

Affection

a. Who are the affected parties in the situation being analyzed?

b. How are men and women affected by the situation being analyzed? In quantity and in type.
of impact.

Distribution of power

What role do men play and what role do women play in decision-making?

d. Of the areas over which men and women decide, which are more relevant?
resources, transcendence, etc.?

Cultural aspects
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

e. What gender prejudices and stereotypes could be involved in the topic being analyzed?

Is there any kind of hidden or obvious discrimination in the issue?

3. Ask the students to analyze a nearby environment from this perspective,

for example, family problems. This is a private exercise that you can do in the classroom or in
house.

To work at other times: Ask the students to do research on notes.

or articles that address the social issues of the country or its state from a perspective of
gender and revisit it in some class.

ANNEX

THE GENDER APPROACH IN SOCIAL INTERVENTION

Red Cross

Irene López Méndez

What does the gender perspective imply in social intervention?

Applying a gender perspective in social intervention implies taking a stance in favor of

gender equality in the various interventions, programs, projects, and activities that are
they perform in favor of certain groups that are in special difficulties.

More specifically, it involves taking into account the gender differences and inequalities in the
programs and interventions of the Red Cross:

In relation to older people, disabled individuals, refugees, and immigrants, the

people affected by AIDS, the incarcerated population, drug addicts, women in
social difficulty, childhood and youth in difficulty, people in situations of exclusion, poverty
and unemployment.

The gender perspective is a view of people's reality in those different

circumstances, which allows us to detect differences in lives, experiences, and problems that
derive from the construction of gender and allow us to try to address or adapt to the
interventions to such differences.

Ultimately, we cannot forget that the gender perspective or analysis will put into
it evidences inequalities and therefore urges us to seek strategies that aim to reverse them.
Therefore, the application of the gender perspective has an inevitable political dimension and not
it is advisable to reduce it to a mere technique or tool: it allows us to promote social changes or, at
less, avoid further deepening gender discrimination. This implies going from
vulnerability analysis to a discrimination analysis. What happens to women is not only
what to see with the vulnerability of the "collective" where they integrate, it also explains their situation by
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

gender discrimination, and also gender influences and modifies the way one lives, experiences
and can face their situation of exclusion. From a gender perspective, emphasis is placed on
the obstacles that women face to participate in various areas of society, culture,
the economy, not so much as vulnerable beings, but as people who see their rights violated
rights: they are discriminated against because of their belonging to the female gender. In this way, vulnerability
it ceases to be conceived as something natural or innate in women and is explained as
social or environmental vulnerability, stemming from the threat of sexism, violence and the
discrimination. From this perspective, it is not understood that women have less capacity or
inferiority of conditions, it is rather considered that vulnerability is of a political nature:
it is a violation of rights, discrimination, and lack of respect and recognition of differences
gender.

And the differences in gender are conceived in a positive way, as a possibility to choose, not as
the foundation of the inferiority, devaluation, or discrimination of women. In this sense,
The gender perspective is a perspective of difference and of respect for difference in
equality, in the same way as for the case of race. Hence, a change is proposed in the
focus of projects and social interventions: stop considering the problems of
women as a product of a certain 'natural' vulnerability is probably the first step
to improve the quality of your participation and the first opportunity to accompany a process of
real and sustainable gender empowerment. To achieve this, it is necessary to bring both processes closer together:

Gender analysis tools: what are they and what do they aim for?

Gender analysis is the practical tool that allows identifying the way in which the
social interventions will affect men and women and, in this way, adapt them to their
specific needs and circumstances. More specifically, gender analysis allows us to
detect differences and inequalities between women and men that may be relevant to the
proposed project or intervention.

Applying gender analysis allows us to better understand the lives of women and men, children
that will be affected by the intervention. From this perspective, applying gender analysis of
A systematic way involves an exercise of responsibility.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

It constitutes, first of all, an exercise in knowledge and better understanding of reality, it is

to say, a tool of a technical nature. However, it immediately takes on a political character,
to the extent that, ultimately, what it seeks is to highlight the inequalities on which
the project could influence and, in any case, prevent the existing ones from increasing or generating
new inequalities.

Until now, we had believed that social interventions are gender-neutral.

that are conceived and executed in an indistinct and equitable manner for women and men. Without
embargo, now we understand that gender inevitably modifies that relationship: any
action, program or project will have a differentiated impact on men and women
of a collective, due to its gender characteristics. Gender analysis helps us to discern those
differences and to make inequalities visible, which opens up the opportunity to improve the quality of
interventions from the gender equity perspective.

(…)

Does gender analysis only include women?

Gender analysis often reveals the disadvantages in the

that women find themselves in their condition and position in relation to men. This does not mean
that its only purpose is to analyze women in isolation. The projects specifically aimed at
Women have been most accepted in isolation, as they do not touch on aspects of power or
they intend to reverse the relationships of inequality between men and women. However, they have had
limited impact and effectiveness when it comes to improving the position of women in their communities.

Gender analysis seeks to move beyond the consideration of women in isolation and emphasizes the
the need to take into account the relational dimension of inequality, therefore, the analysis of
gender can also and should be masculine.

The file can also be located directly on the internet.

Unable to access the document at the provided URL to translate the content.

[2] Invalid input. Please provide a text for translation.

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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET

Curricular axis

Objective of Promote equality between women and men through prevention of

learning discrimination and gender violence.

Theme: Gender equality

Skills: Understanding the concept of gender equality

Valores Justice

Learning for Reject differentiated access to gender equality rights

life

Level Floor

Materials: Pencil and paper.

Development:

1. Request the group to carefully observe the capsule 'Policies for Equality':
https:/The provided text is a URL and does not contain translatable content.I request that
Note the main ideas and data that refer to inequity or inequality.
existing between men and women in general.
2. In teams, students must research on the page of the National Institute of the
Women, one of the three following topics
Substantial equality

a) Formal-legal equality and substantive equality.

b) Equity and gender gaps.
c) Affirmative actions and substantive equality between women and men.

3. After each team presents the results of their research, raise the
next question: How can we contribute to achieving substantive equality or the
equity through individual and collective actions?

To work at other times: Encourage students to discuss with their families,

your friendships or with your neighbors, if they consider it important to reverse situations of inequality
women and/or other population groups; and what type of collective actions would be
willing to undertake to improve the living conditions of women in
particular.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET

Curricular axis

Objective Promoting equality between women and men through prevention of

learning discrimination and gender-based violence.

Topic: New masculinities.

Skills: Recognize prejudices.

Values: Empathy

Learning to develop strategies to eliminate gender stereotypes and prejudices

life: that shape their opinion or their actions

No Subordination.

Materials: Song recording. Pencil and paper.

Development:

1. Ask the group to listen carefully to the song 'El Estuche' by the group Aterciopelados.
in https:/Invalid input for translation.3:22).

2. That the students comment in small groups (10 minutes) on what they know.
regarding the relationship between gender discrimination, the inequity between men and
women and the "objectification" of women. That addresses the consequences that this
process has on women and men, especially how it interferes in their
family, friendship, and couple relationships.
3. Facilitate the discussion around the following questions and consequences:
If a person's status of humanity is denied, is their dignity eliminated?
Can it be reduced to a commodity?
2. Does this process relate to the black market of human trafficking, for
Example, to prostitute them and enslave them?
3. Discrimination and objectification mainly affect women; but
also the affective, emotional, and intellectual life of men: reduces them to a
condition of "users" of sexual services, without possibilities of interacting in
the framework of a human sexuality that allows for a deep exchange of
emotions that enrich their lives. It impoverishes the couple's life to the maximum and
it becomes an experience of loneliness, albeit with the company of a being that
growls and/or from someone inferior or superior, not from a peer with whom one shares
life is dialogued.
4. Overload the emotional life among male peers, by representing with a high
homoerotic content stigmatizes the possibility of deep friendship between
those who share the same status of humanity.
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2022. Year of the 500th Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

For working at other times: That the students write an essay on the topic:
Are those of the opposite sex human? Why? And continue the reflection and analysis,
if possible, in the related subjects.

THE CASE (lyrics)

It is not a commandment to be the diva of the moment

Why work for a sculptural body?

Do you wish to feel all the eyes on you?

And trigger whistles when passing (Look)

Look at the essence, not the appearances

Look at the essence, not the appearances

The body is just a shell and the eyes the window

From our imprisoned soul

Look at the essence, not the appearances

Look at the essence, not the appearances

They say that everything comes through the eyes, those who are superficial.

What is inside is what matters

I feel a spiritual aroma in the air

Winged messengers trying to land

If you open the case, what you should find

It is a jewel that will dazzle you (Oh, but)

Look at the essence, not the appearances

Look at the essence, not the appearances

90, 60, 90...

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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

TEACHING SHEET

Curricular axis

Objective To promote equality between women and men through prevention

learning gender discrimination and violence.

Theme: History of women's rights

Feminism
Skills: Raising awareness about women's rights

Values: Justice, Respect, Nonviolence, Freedom, and Recognition

Learning for the Know, respect and defend the rights of women
life

Sensitive to Women's Rights1

Materials: Voice recorder

Development:

Through images and videos, present a brief story with a line to the participants.
on time, on women's rights and the historical trajectory of the feminist movement.
Both topics are closely related. Academic development and achievements, for equality of
treatment, rights, opportunities and a life free of violence, as well as their contributions to
the national and international laws, to the peace and development of women in the world.

Educational intention:
Invite the participants to raise awareness about women's rights.

In teams of 5 people, choose a problem related to rights of the

women. Each team has to come up with the script for a 30-second advertisement, for
transmit the message they want to convey about the chosen right. The instruction will be that the
messages must be original and creative.

Valuation:
1. Which ads have been liked the most and why?
Most television advertisements link the products they want to sell.
to feelings, emotions, or to the basic needs of people.
• What emotions have emerged in the ads you created?
• What basic needs have they referred to?

1Barbeito, T. C., Caireta, M. Peace Games. Toolkit for Educating Towards a Culture of
peace.
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2022. Year of the Five Hundredth Anniversary of the Foundation of Toluca de Lerdo, Capital of the State of Mexico.

Action proposal:
Record the ads and publish them on social media. Send them to known people to
spread them.

To work at other times:

Advertisements can be prepared through sketches or by creating posters and making

an exhibition of the same on dates such as November 25th, 'Day
International Day for the Elimination of Violence against Women and March 8
"International Women's Day." A modification could be to raise awareness of
women who have made great contributions to humanity and who have been
invisible.

2. Prepare and adapt with the students the identification game of a

character, known as 'Who is who' but in the feminist version called
Who is she?2They will be asked to draw or print the image of women who have
left a mark in history, to know them, pay tribute to them, and create new ones.
referents of historical, cultural, and scientific development. That person wins who
guess first the name of the woman that appears in the selected file
by their opponent. To do this, they eliminate candidates by asking questions by
turns, questions whose answer can be 'yes' or 'no'.

3. For other activities during the school year, a link is provided for download.
resource books and dynamics to educate on gender equity. They are presented by
age range and educational level. Contains Stories, Guide for Families, Games of
table and dynamics.
Consult in:Unable to access external links.

2Changes to the version published on the page are proposed: https://www.magisnet.com/2021/03/6-

games-to-educate-in-feminism-and-fight-for-equality/