Etnography of high school women: gender pedagogy approach to intimacy

Abstract

This paper discusses an approach to the narratives of young high school women between 16 and 21years old. In this work through ethnography technique we recover the beliefs, expectations, myths, and stories of gender violence that go through the students and offers personal development tools. The recovery of these life stories show us a panorama of these women’s visions of life, of what they think of intimacy; their worries, and future expectations. We research how the stories of adolescents contribute to the construction of their identity between peers and among family relationships; the meaning they give to their lives and the family role in all this. This paper shows the value to generate personal spaces from the experience lived by women and the events that have marked them; based on these markers, a teacher’s methodology in the classroom has to be modified, because academic spaces also creates a violent environment instead of creating alternative, diverse and encouraging spaces. This work allowed us to explore the complexities and nuances of life as adolescent women; highlighting the ways in which women develop and maintain their most significant affective bonds, as well as the challenges they face in their daily dynamics. It also allowed us to know their new ways of appropriating the classroom work dynamics. Young women are tired of the segregation that perpetrated in their families, participating in domestic work as a way of life; they want the type of life that has been confined to men. What they have narrated about their desires and dreams is quoted; feelings of sadness and emptiness are the constant in their life. We challenge teachers to use these practices or methodologies to gather invaluable information about who we are training; so we can make visible the acts of resistance that many of the female young students go through in their daily dynamics visible to all.