Expresiones artísticas urbanas para el trabajo socioeducativo de las violencias de género.
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| Title: | Expresiones artísticas urbanas para el trabajo socioeducativo de las violencias de género. |
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| Alternate Title: | Urban artistic expressions for socio-educational work on gender-based violence. Expressões artísticas urbanas para um trabalho socioeducativo sobre a violência de género. |
| Authors: | BURÓN-VIDAL, Miguel Ángel1 ma.buron@edu.uned.es, LAFORGUE-BULLIDO, Noemi1 |
| Source: | Pedagogía Social. jul-dec2025, Issue 47, p189-202. 28p. |
| Subject Terms: | *Femininity, *Masculinity, Gender-based violence, Rap music, Patriarchy, Popular music genres, Sex discrimination |
| Abstract (English): | The role of socialization contexts such as school, family or peer group in the disparate construction of gender has been widely addressed. However, in recent decades, the social science gaze and public debate has been clustering around other forms of learning that influence this construction. One of the areas that stands out for its constant appearance in these debates is the urban arts, often accused of generating violence in the younger population. This article will delve into this relationship, as well as the potential of these cultural expressions to question gender violence. For this reason, 15 educational figures who incorporate Rap music in different socio-educational activities with adolescents were interviewed to try to clarify: the most common situations of gender violence in these contexts; their perception of the role of this genre with respect to this violence; and the potential it presents for questioning and transforming the situation. Some of the violence pointed out has to do with the presumption of masculinity of this genre, with the lack of female referents in it or with the existence of lyrics that reproduce misogynist ideas. However, the people interviewed consider that this musical genre promotes machismo like any other cultural manifestation immersed in a patriarchal system. Furthermore, they consider that, if well directed, socio-educational intervention through rap music has the potential to work on gender violence with adolescents, such as: its appeal to this population, its ease of use, the possibilities it offers to promote references that go beyond hegemonic masculinity/ femininity, the importance it gives to personal experience and the ease with which it encourages conversations that are difficult to have in other socio-educational contexts. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El papel de los contextos de socialización como la escuela, la familia o el grupo de iguales respecto a la construcción dispar del género ha sido un aspecto ampliamente abordado. No obstante, en las últimas décadas la mirada de las ciencias sociales y el debate público se está agrupando alrededor de otras formas de aprendizaje que influyen en esta construcción. Uno de los ámbitos que destaca por su constante aparición en estos debates es el de las artes urbanas, acusadas a menudo de generar esa violencia en la población más joven. En el presente artículo se va a ahondar en esta relación, así como en las potencialidades que pueden tener estas expresiones culturales para cuestionar la violencia de género. Para ello, se entrevistó a 15 figuras educativas que incorporan la música Rap en diferentes actividades socioeducativas con adolescencias para tratar de esclarecer: las situaciones de violencia de género más comunes en estos contextos; su percepción acerca del papel de este estilo musical respecto a esta violencia; y los potenciales que presenta para cuestionar y transformar la situación. Algunas de las violencias señaladas tienen que ver con la presunción de masculinidad de este género, con la falta de referentes femeninos en el mismo o con la existencia de letras que reproducen ideas misóginas. No obstante, las personas entrevistadas consideran que este estilo musical promueve el machismo como cualquier otra manifestación cultural inmersa en un sistema patriarcal. Además, consideran que, bien dirigida, la intervención socioeducativa por medio del Rap cuenta con potencialidades para trabajar la violencia de género con adolescencias como: el atractivo que supone para esta población, su fácil manejo, la posibilidades que ofrece para propiciar referentes que se salen de la masculinidad/feminidad hegemónica, la importancia que concede a la experiencia personal o la facilidad con la que propicia conversaciones que difícilmente se dan en otros contextos socioeducativos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O papel dos contextos de socialização, como a escola, a família ou o grupo de pares, na construção díspar do género tem sido amplamente abordado. No entanto, nas últimas décadas, o olhar das ciências sociais e o debate público têm vindo a aglutinar-se em torno de outras formas de aprendizagem que influenciam essa construção. Uma das áreas que se destaca pelo seu constante aparecimento nestes debates é a das artes urbanas, frequentemente acusada de gerar esta violência na população mais jovem. Este artigo irá aprofundar esta relação, bem como o potencial destas expressões culturais para questionar a violência de género. Para tal, foram entrevistadas 15 figuras educativas que incorporam a música Rap em diferentes actividades socioeducativas com adolescentes, de forma a tentar clarificar: as situações de violência de género mais comuns nestes contextos; a sua perceção do papel deste estilo musical relativamente a esta violência; e o potencial que apresenta para questionar e transformar a situação. Algumas das violências apontadas têm a ver com a presunção de masculinidade deste género musical, com a ausência de referentes femininos ou com a existência de letras que reproduzem ideias misóginas. No entanto, os entrevistados consideram que esse estilo musical promove o machismo como qualquer outra manifestação cultural imersa em um sistema patriarcal. Além disso, consideram que, se bem orientada, a intervenção socioeducativa através do Rap tem potencialidades para trabalhar a violência de género com adolescentes, tais como: a sua atratividade para esta população, a sua facilidade de utilização, as possibilidades que oferece para promover referências que vão para além da masculinidade/feminilidade hegemónica, a importância que dá à experiência pessoal e a facilidade com que incentiva conversas difíceis de ter noutros contextos socioeducativos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The role of socialization contexts such as school, family or peer group in the disparate construction of gender has been widely addressed. However, in recent decades, the social science gaze and public debate has been clustering around other forms of learning that influence this construction. One of the areas that stands out for its constant appearance in these debates is the urban arts, often accused of generating violence in the younger population. This article will delve into this relationship, as well as the potential of these cultural expressions to question gender violence. For this reason, 15 educational figures who incorporate Rap music in different socio-educational activities with adolescents were interviewed to try to clarify: the most common situations of gender violence in these contexts; their perception of the role of this genre with respect to this violence; and the potential it presents for questioning and transforming the situation. Some of the violence pointed out has to do with the presumption of masculinity of this genre, with the lack of female referents in it or with the existence of lyrics that reproduce misogynist ideas. However, the people interviewed consider that this musical genre promotes machismo like any other cultural manifestation immersed in a patriarchal system. Furthermore, they consider that, if well directed, socio-educational intervention through rap music has the potential to work on gender violence with adolescents, such as: its appeal to this population, its ease of use, the possibilities it offers to promote references that go beyond hegemonic masculinity/ femininity, the importance it gives to personal experience and the ease with which it encourages conversations that are difficult to have in other socio-educational contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11391723 |
| DOI: | 10.7179/PSRI_2025.47.11 |
