«Our Place Is at Home». Female Summer Camps in Asturias during the First Years of Francoism (1938-1945)
Abstract
One of the most popular and advertised initiatives aimed at young people and children during the Francoist period were the summer camps. They tried to build an ideal society there, with no social classes or nationalisms and with a perfect performance of the gender roles imposed by the Francoist authorities. In this paper I will focus on the official speech and activities addressed to female children and young women in these summer camps, which were specially designed to familiarise them with their future social roles: motherhood and housekeeping. To do so, I will use as an example the ones located in Asturias between 1938 and 1945.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Aguirre, F. & Moreno, C. (2015). Estrategia didáctica mediante proyectos formativos para desarrollar capacidades matemáticas en estadística descriptiva en estudiantes del nivel secundario. Perú, Universidad San Ignacio de Loyola, http://repositorio.usil.edu.pe/handle/USIL/2083
Ambrosio, R. & Hernández, J. (2017). Project learning, a socio-educational experience. Voces de la Educación, 3(5), 3-19, https://www.revista.vocesdelaeducacion.com.mx/index.php/voces/article/download/88/72/
Argote, I., Hernández, G., & Martínez, Á. (2016). Mathematics for systems engineering. Medellín, Colombia [Matemáticas para la ingeniería de sistemas], CLABES Conferences, https://goo.gl/CE2FL5
Ayllón, M. F., Gómez, I. A., & Ballesta-Claver, J. (2016). Mathematical thinking and creativity through the invention and resolution of mathematical problems. Objectives and Representations, 4(1), 169-218, http://doi.org/b95x
Barrera-Mora, F., & Reyes-Rodríguez, A. V. (2017). Multiple-Solutions Tasks: Mathematics Professors’ Conceptual Structure. Electronic Journal of Educational Research, 19 (1), 110-122, https://goo.gl/nFIM7B.
Bermeo-Yaffa, F., Hernández-Mosqueda, J. and Tobón, S. (2016). Documentary analysis of v heuristic by conceptual cartography [Análisis documental de la v heurística mediante cartografía conceptual]. Ra Ximhai, 12(6), 103-121. https://www.redalyc.org/html/461/46148194006/
Blum, W. y D. Leiß (2007). How Do Students and Teachers Deal with Mathematical Modelling Problems? The Example Sugarloaf and the DISUM Project. In: C. Haines, P.Galbraigh, W.Blum y S. Khan (eds.), Mathematical Modelling: Education, Engineering and Economics (pp.222-231). Chichester: Horwoos, https;//www.doi.org/10.1533/9780857099419.5.221
Cabezas, C., & Mendoza, M. R. (2016). Emerging Manifestations of Variational Thinking in Beginning Calculus Students. University education, 9(6), 13-26, http://doi.org/b952
Codina, A., Cañadas, M. C., & Castro, E. (2015). Mathematical problem solving through sequential process analysis. Electronic Journal of Research in Educational Psychology, 13(1), 73-110, http://doi.org/b954
Donoso-Riquelme, P. M., Rico-Castro, N., & Castro, E. (2016). Chilean teacher’s beliefs on mathematics, their teaching and learning. Journal of Curriculum and Teacher Formation, 20(2), 76-97, https://goo.gl/c0TQa9.
Floriano, L., Floriano, E. & Martínez, J. (2014). Proposal of theoretical model: characterization of the levels of domain of mathematical competence to raise and resolve problems [Propuesta de modelo teórico: caracterización de los niveles de dominio de la competencia matemática para plantear y resolver problemas]. Revista Amazonía Investiga, 3(4), 21-44. https://www.udla.edu.co/revistas/index.php/amazonia-investiga/article/view/39/37
Fuentes, C. C., A. V., Casallas, L. A., Acosta, C. P., Diaz, B. L. C. P., & Diaz, B. L. (2016). How to address diversity in the mathematics classroom?: some formation needs of a group of teachers from the capital district. Colombia, UNIÓN: Ibero-American Journal of Mathematical Education, 46(2), 125-138, https://goo.gl/fYzD02
Galvis, A. H., Flórez, N., Bermúdez, M. A. & Vera, J. H. (2016). Alternative Strategy in Latin American Context for Reinforcing Learning of Mathematics in Secondary Education: A Disruptive Innovation. Journal of Distance Education, 48(3), 1-30, http://doi.org/b955
García, M. E. G., & Pérez, E. C. (2013). The scientific problem: elements that identify and characterize it as a component of the theoretical design of the scientific investigation. University Pedagogy, 18(4), 30-39, https://goo.gl/f8bapg.
García-Peñalvo, F. (2015). Map of trends in educational innovation. Education In The Knowledge Society (EKS), 16(4), 6-23, http://doi.org/b956
Giné De Lera, C. & Deulofeu Piquet, J. (2015). Teachers’ and Students of Elementary and Secondary Education’ Beliefs About Problems of Mathematics. Journal of Research in Mathematics Education, 4(2), 161-178, http://doi.org/b957
Godino, J. D., Batanero, C., Cañadas, G. R., & Contreras, J. M. (2015). Structuring of the inquiry and transmission of knowledge in the teaching and learning of mathematics. University of La Sabana, Bogotá, Colombia: G. D‟Amore y M. I. Fandiño Pinilla (Comp.), International Congress of Mathematical Teaching. An international empirical and theoretical look, 249-269, https://goo.gl/XMGiJt
Gómez-Ferragud, C., Sanjosé, V., & Solaz-Portolés, J. J. (2016). Studies on academic solving problem understanding and comprehension monitoring. Journal of Physics Teaching, 28(1), 21-35, https://goo.gl/YQrNG5
Green, K. y A. Emerson (2010). Mathematical Reasoning in Service Courses: Why Students Need Mathematical Modeling Problems. The Montana Mathematics Enthusiast, 7(1), 113-140, https://scholarworks.umt.edu/tme/vol7/iss1/7
Henao, G., & Gómez, P. (2016). I found a math problem great; now what do I do with it in class? Colombia: UNIANDES: EDUMAT-2016 Forum, https://goo.gl/H7GQdj
Hernández, J. S., Tobón, S., & Vázquez, J. M. (2016). Study of socioformative leadership through the conceptual mapping [Estudio del liderazgo socioformativo a través del mapeo conceptual]. Ibero-American Journal of Educational Evaluation, 8(2), 105-128, https://goo.gl/j1orjK
Hernández-Mosqueda, J. S., Guerrero-Rosas, G., & Tobón, S. (2015). Context problems: philosophical and teaching of socioformation [Problemas de contexto: filosóficos y de enseñanza de la socioformación]. Ra Ximhai, 11(4). 125-140, https://goo.gl/YNAuAO
Hernández-Mosqueda, J. S., Tobón, S., & Vázquez-Antonio, J. M. (2014). Conceptual study of socioformative teaching [Estudio conceptual de la enseñanza socioformativa]. Ra Ximhai, 10(5), 89-101, https://goo.gl/BHYlCZ
Ignacio Cárdenas, S., & Herrera-Meza, S. R. (2019). Socioformation and Human Talent Management for the Sustainable Social Development at the Kenowledge Society [Socioformación y Gestión del Talento Humano para el Desarrollo Social Sostenible en la Sociedad del Conocimiento]. Ecocience. International Journal, 1(1), 78-85. https://doi.org/10.35766/je191111
International Association for the Evaluation of Educational Achievement [IEA]. (2011). TIMSS 2011: Marcos de la evaluación. http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/TIMSS_2011_Frameworks_Spanish.pdf
Machín, M. C., & Trigo, L. M. S. (2015). Contributions on problem solving, technology and formation of mathematic teachers. Advances and realities of mathematical teaching, 113-132.
Marchán-Carvajal, I., & Sanmartí, N. (2015). Design of contextualized teaching-learning sequences: Application to learning a theoretical model for the atomic structure. Chemistry education, 26(4), 267-274, http://doi.org/f3g8m2
Martínez, A. M., Cobos, J. C., & Torres, E. (2015). Mathematics and y modeling: experiences and knowledge. A classroom proposal. Espiral. Journal of Teaching and Investigation, 5(2), 9-22, http://doi.org/b959
Mena, A. F. (2015). Educational Background to Slides of the Knowledge Society. Ingenium Journal of the engineering school, 16(32), 126-132, http://doi.org/b96b
Molina, M., Castro, E., & López, R. (2017). Modeling in an Engineering Classroom: A Case Study Within a Teaching Experiment. PNA, 11(2), 75-96, https://goo.gl/w0Jg6N
Montoya, L. & Juárez, L. (2019). Rubric Socioformative to favor the educational quality through the methodology of Instructional Design ADOIVA [Rúbrica Socioformativa para favorecer la calidad educativa a través de la metodología de Diseño Instruccional ADOIVA]. RECIE. Revista Electrónica Científica de Investigación Educativa, 4(2), 1223-1236, http://dx.doi.org/10.13140/RG.2.2.12618.21447
Parada, S. E., Conde, L. A., & Fiallo, J. (2016). Digital Mediation and Interdisciplinarity: an Approach to the Study of Variation. Bolema, 30(56), 10-31, http://doi.org/b96c
Parra-Acosta, H., Tobón, S., & López-Loya, J. (2015). Socioformative teaching and academic performance in higher education. Paradigm, 36(1), 42-55, https://goo.gl/SAKsTN
Pavón, F. P., & Martínez, A. M. (2014). The methodology of solving problem as an investigation (MPSI): an inquiry approach for developing the scientific competence in diversification program students. Teaching of Sciences: journal of investigation and teaching experiences, 32(3), 469-492, http://doi.org/b96d
Pejic-Bach, M. & Cerpa, N. (2019). Editorial: Planning, Conducting and Communicating Systematic Literature Reviews. Journal of Theoretical and Applied Electronic Commerce Research, 14(3), I-IV, http://dx.doi.org/10.4067/S0718-18762019000300101
Perales, F.J., Cabo, J.M., Vílchez, J.M., Fernández, M., Gónzalez, F., & Jiménez, P. (2014). Reform of initial science teacher training: design proposal for a competency-based curriculum. Teaching of Sciences, 32(1), 9-28, https://goo.gl/Dsz9EO
Pinzón, D.M., & Tellez, F.J. (2016). Neuropedagogicas tools: An alternative for the improvement in the competence of resolution of problems in mathematics. Scenarios, 14(2). 45-59. http://doi.org/b84f
Prada-Núñez, R.; Hernández-Suárez, C.A., & Ramírez-Leal, P. (2016). Understanding of the notion of function and the articulation of the semiotic registers that represent it among students entering an Engineering program. Scientific Journal, 25, 188-205, http://doi.org/b96f
Ramírez-Montoya, M. S. (2015). Open Access and its impact on the Knowledge Society: Latin American Case Studies Insights. Education in the Knowledge Society, 16(1), 103, http://doi.org/b96g
Real Academia Española. (2015). Madrid, Spain: Spanish Language Dictionary, (21st Ed.).
Salinas, N., & Sgreccia, N. (2017). Professors’ conceptions about the Solving of Problems at secondary school. Numbers, 94, 23-45, https://goo.gl/83DG6L
Santoyo Ledesma, D. S. (2019). Approach to Sustainable Social Development and Human Talent Management in the Context of Socioformation [Enfoque del Desarrollo Social Sostenible y la Gestión del Talento Humano en el contexto de la Socioformación]. Ecocience. International Journal, 1(1), 86-92. https://doi.org/10.35766/je191112
Serna, O. (2019). Conceptual Cartography of Bullying: Towards Theorization and Intervention from Socioformation [Cartografía Conceptual del Bullying: Hacia la Teorización e Intervención desde la Socioformación]. Atenas, 3, (47), 124-141. https://atenas.reduniv.edu.cu/index.php/atenas/article/view/493
Shahrill, M., Mahalle, S., Matxin, R., Sheikh, M. & Mundia, L. (2013). A Comparation of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching. International Education Studies, 6(10), 1913-9039, http://dx.doi.org/10.5539/ies.v6n10p39
Siahann, F.B. (2016). A logical approach proof in mathematics education. Global Journal of Pure an Applied Mathematics, 12(4), 3831-3884, http://www.ripublication.com/Volume/gjpamv12n4.htm
Socas, M. M., Ruano, R. M., & Domínguez, J. H. (2016). A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students. Society for Research in Mathematics Education, 9, 21-41, https://goo.gl/Pfxxz
Therán-Palacio, E., Pérez-Salcedo, F., Regino-Hoyos, Y. & Moreno Álvarez, A. (2018). Preparation of a Formative Partner Rubric for Mathematics. Vázquez-Antonio, J. M. (Coord). Socialization of Experiences of Transformation of the Evaluation in the Basic and Average Education of the Department of Sucre.
Tobón, S. (2015). Conceptual cartography: strategy for the formation and evaluation of concepts and theories [Cartografía conceptual: estrategia para la formación y evaluación de conceptos y teorías]. Ciudad de México: CIFE (www.cife.edu.mx).
Tobón, S. (2017). Essential axes of knowledge society and socioformation. Mount Dora: Kresearch, dx.doi.org/10.24944/isbn. 978-1-945721-19-9, https://cife.edu.mx/recursos/2018/09/03/essential-axes-of-knowledge-society-and-socioformation/
Tobón, S., Martínez, J. E., Valdez, E., & Quiriz, T. (2018). Pedagogical practices: Analysis by conceptual cartography [Prácticas pedagógicas: análisis por cartografía conceptual]. Revista Espacios, 39(53), 31, http://www.revistaespacios.com/cited2017/cited2017-31.pdf
Valdez-Rojo, E. & Tobón, S. (2018). Design of learning situations for solving problems based on mathematics from the socioformation [Diseño de situaciones de aprendizaje para resolver problemas basados en matemáticas desde la socioformación.]. Espacios, 39(53), 18, http://www.revistaespacios.com/cited2017/cited2017-18.pdf
Valencia, A. & Valenzuela, J. (2017). What kind of mathematical problems are the students of calculation exposed to? An analysis of textbooks [¿A qué tipo de problemas matemáticos están expuestos los estudiantes de cálculo? Un análisis de los libros de texto]. Educación matemática, 29(3), 51-78, https://dx.doi.org/10.24844/em2903.02
Young, M., Parra, G., & Macías, L. (2016). The Future of Education in a Knowledge Society: The Radical Case for a Subject-Based Curriculum. Education and Knowledge, 45, https://goo.gl/Q7zdJ0