Elementary Education Centers

Education can change society. Although university education of many women at home are playing the same traditional gender models. The girls have “Assessment of gender stereotypes on teachers not university students, this examination, they concluded:” 1 Paid work for women and greater educational background (both although women are still more men developing domestic work but share equally the work of children. 2 Women continue to assume a lesser extent than men in positions of responsibility in centers that implies less access to the areas of management power. 3rd Men continue being more sexist than women, but not only hostile sexism, benevolent sexism, but also implies a more positive affective tone but ultimately it is still sexist relegates women to a different man and continues to maintain stereotypes embedded in the kind of mother and wife.

4th is noted that still exist between teachers and more marked in the / the primary teachers, a stereotyped view of the sexes and thus the asymmetry gender, against what the constitution and the laws on education advocate. The 5th and education professionals in private schools show a higher level of sexism than their peers in public schools, which means that they favor a lesser extent, co-educational approaches. 6th Most of the subjects negatively assessed the feminist movement, which largely shows ignorance of what it involves and its association with extreme radicalism through which justify their disqualification. It confirms the presence of sexist attitudes toward women, both in its more hostile as the benevolent. It is more sexism in Elementary Education Centers, where teachers of private and religious schools only 37.8% of the teachers and the Elementary and Secondary Education have received specific training on coeducation. That is, the teacher conveys sexist attitudes to new generations, unconsciously, but with their attitudes, beliefs and behaviors are perpetuating the sexism that they believe to have passed, are passing on a main generating violence against women. If we analyze the behaviors of the faculty of Physical Education, women’s issues tend to be sanctioned by these teachers, often in unconscious, and verbal interaction of teacher or professor is lower for girls than boys, and even more it is being in the teachers in the teachers. The child is expected to meet the male sexual stereotype: loud, big, powerful, and girls are expected to qualities such as softness, flexibility …

The teachers reinforce these physical qualities and not others in each of the sexes, is linked with stereotypes and gender roles. Activities should serve to correct a situation of inequality in terms of this intervention should be done through strengthening the participation goals in games and activities providing balanced and constructive relationships with avoiding discrimination on other personal characteristics, social behaviors and attitudes of rivalry in competitive activities, while over the content and learning activities in physical education. Equality between genders but this equality does not exist in fact. This intervention should be done through strengthening the participation goals in games and activities providing balanced and constructive relationships with others avoiding discrimination on personal characteristics, social and sexual and aggressive behaviors and attitudes of rivalry in competitive activities, and both through content and learning activities in physical education.