ALONSO PANIZO, J.Á., CASTAÑARES ÁVILA, R., MORALEDA DUSSAILLANT, A. & QUIÑONES LEDESMA, G., 2021. Physical education, essential for pupils with special educational needs. Revista Padres y Maestros / Journal of Parents and Teachers, no. 388, pp. 24-31. ISSN 0210-4679, 2255-1042
The A LA PAR Foundation has been working for more than 70 years with people with intellectual impairment, promoting their rights and participation in our society and providing support where they encounter barriers. One of the main tools we use to achieve the goal set out above is the practice of adapted physical activity (AFA), understood as a corpus of interdisciplinary knowledge dedicated to identifying, accepting and resolving individual differences in physical activities, adapting them to the context in which they take place; in our case, directed at young people and adolescents with intellectual disabilities. The purpose of this analysis is to present all the proposals developed in the field of Physical Education to achieve significant improvements in terms of social inclusion through sport.
ANGUITA MARTÍNEZ, R., PRADENA GARCÍA, Y. & FERNÁNDEZ RODRÍGUEZ, E., 2021. Theatrical performance as a transformative mechanism critical of microsexist violence in adolescents. Revista internacional de educación para la justicia social (RIEJS), vol. 10, no. 2, pp. 27-42. ISSN 2254-3139
This article analyses the implementation of a theatrical performance to prevent microsexist violence and promote equality created by vocational training students and aimed at secondary school students. Using a qualitative research methodology based on case studies, this study focuses on analysing the roles of the characters that represent situations of microsexism in adolescence, understanding the pedagogical mediation process carried out by the vocational education students after the performance, and describing the second performance of the play which has been amended using the pedagogical mediation to present alternatives to improve the content. The results allow us to determine the advantages of these models for diagnosing the current situation of youth microsexism; the particular characteristics of theatrical performances as experiences in which young people see themselves represented and challenged with respect to gender violence; and, finally, the possibilities that the theatrical space itself offers as a laboratory of citizen creation in which to broaden adolescent spectatorial competence with a gender perspective.
VAQUERO CAÑESTRO, M. del C., 2021. Anti-selfies as a reflective trigger in teacher training. An experience of collective enquiry through photographic practice. Observar, no. 15, pp. 128-148
Considering the impact of the profusion of stereotypical images on social media and their repercussions on identity construction among young people, this proposal raises the relevance of the selfie phenomenon as a paradigmatic cultural production by adolescents and young people and the need to create critical and artistic alternatives for teacher training. In this sense, the anti-selfie is proposed as a self-referential symbolic creation construed in opposition to the selfie and as a trigger for artistic activity. This experience shows one of the possible pathways through the visual and written stories generated by the students from the teaching perspective and demonstrates the suitability of contemporary artistic photographic practice in teacher training. The introspective nature of the creations produced by the group has favoured an individual and collective reflection process on identity, a mindful artistic experience linked to media practices and the construction of new relational inertias.
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