Socio-productive projects: an alternative for job training with a fucus on gender equality

Abstract

The purpose of this article is to share the results of a study that focused on the design of socio-productive projects for job training with a gender equality approach. All of this is part of the organizational structure of the institutional curriculum in basic secondary education. It is based on respect and equal opportunities in the development of job skills and personality traits in students. This should be achieved through active participation in solving simple technical problems in socio-educational contexts. Theoretical methods such as analysis-synthesis, induction-deduction, and modeling were used. At the empirical level, observation, individual interviews, and experiential teaching were employed. These revealed the existence of gender stereotypes and discriminatory manifestations among students. Therefore, socio-productive projects were implemented, integrating instructional, educational, experiential, motivational, and work-related elements. This made it possible to counteract gender stereotypes and discriminatory manifestations and promote the equitable development of work skills. The conclusions emphasize the need for experiential learning spaces that integrate instruction, education, and motivation for work. Inclusive work environments were created that allow participants to choose a future profession and subsequently enter the workforce efficiently and without any type of discrimination.