gender, equality, rights and education in latin america

Gender, equality, rights and education in Latin America.

Teresita Garduño.RIDEF- Freinet International Educators

Meeting.León, Spain, July-August 2012

Convention on the Elimination of All Forms of Discrimination against Women, 1979. (Ratified by 186 countries) s) (Art.5º)

“States Parties shall take all appropriate measures: Changing cultural patterns of conduct of men and women, with a view to achiev the elimination of prejudices and customary and all other practices which are based on the idea of the inferiority or superiority of either of the sexes or on stereotyped roles men and women ”

Inequality between men and women.

• In recent decades in Latin America and the Caribbean, although progress was made towards equality between men and women, serious injustices persist that maintain a position of inferiority for the female population in our societies.

Inequality between men and women.

• Unequal wages.• Almost exclusive responsibility of housework

and caring for people.• Violence against women.• Child labor.• Early marriage.• Early pregnancies.• Armed conflict..

50.62% of Latin America and the Caribbean population are women.

• According to ECLAC (Economic Commission for Latin America and the Caribbean) there is 305, 376.000 women of a total population of 603.174, 000.305 million women of 603 million people.

• 305 millions of woman in 603 millions of people.

• What are their conditions of life, of hope for the future?

Life expectancy at birth for women. (CEPAL)

• Argentina: 79.8 years.• Brazil: 77 years.• Chile: 82 years.• Cuba: 81.2 years.• Colombia: 77.4 years.• Mexico: 78.9 years.• Uruguay: 80.5 years.• 1950-Latin America and the Caribbean: 53.1 years..

Multiple discrimination

• Race.• Ethnicity.• Social class.• Location.• Sexual orientation.• Disabilities.• Migration

•Gender

SEXUAL AND REPRODUCTIVE HEALTH

Global fertility cup(Children per woman) (CEPAL-ONU)

1950-1955• Argentina: 3.15• Brazil: 6.15• Chile: 4.95• Colombia: 6.76• Mexico: 6.7• Uruguay: 2.73

2005-2010• Argentina: 2.25• Brazil: 1.9• Chile: 1.9• Colombia: 2.45• Mexico: 2.21• Uruguay: 2.12

Global fecundity rate vs. fertility rate between 15 and 19 years: world comparison. (ESA Population)

Global fecundity rate (Daughter-sons)

• The world: 2.55• Africa: 4.68• Asia: 2.35• Europe: 1.43• Latin America and the

Caribbean: 2.38• North America: 1.98• Oceania: 2.23

Between 15 y 19 years(Births per 1000 women)

• 52.9• 103.4• 39.94• 17.41• 75.67

• 45.49• 25.5

Maternal mortality rate: Comparison between 1990-2010.

Maternal deaths per 100,000 live births•Argentina* 1990:71/ 2010:77•Brazil* 1990:120/ 2010:56•Chile* 1990:56/ 2010:25•Colombia* 1990:170/ 2010:92•Mexico* 1990:92/ 2010:50•Uruguay* 1990:39/ 2010:29

Contraceptive use among married women 15 to 49 years. (CEPAL)

• Argentina* 2001: 65.3%• Brazil* 2006: 80.3%• Chile* 2006: 64.2%• Colombia* 2005: 78.2%• Mexico* 2006: 70.9%• Uruguay* 2004: 77%

Teen Pregnancy. (ESAR Foundation: Education for Reproductive Health)

• Bolivia* 2003: 14.7% 2008: 18%• Over 25% of mothers had completed only

primary education.• Only 1 in 4 mothers used a contraceptive

method.• Colombia* 1995:17.4% 2010:19%

Increase of the adolescent pregnancy in Latin America: 15 to 19. (CELADE-CEPAL)

• Argentina*1992: 11.9% 2001: 12.4%• Bolivia* 1992: 11.7% 2001: 13.5%• Brazil*1991: 11.5% 2000: 14.8%• Chile*1992: 11.8% 2002: 12.3%• Mexico*1990: 10.4% 2000: 12.1%• Uruguay*1985: 8.4% 1995: 13.9%

Causes of teen pregnancy.• Persistence of high rates of teenage pregnancy and

motherhood in the region.• Increasingly early beginning of the sexuality intercourse

in young people.• Uncertain impact exerted by the "eroticization" of

media, including programs for children and adolescents• Insufficient sex education in the educational system in

many countries• Lack of public policies on sexual and reproductive health

for adolescents and young women are not united• No consideration of sexual rights.

Women with a correct and extent knowledge on HIV / AIDS(DENU:ONU)

• Argentina* 2001: 65.3%• Brazil* 2006: 80.3%• Chile* 2006: 64.2%• Colombia: 24.1%• Mexico* 2006: 70.9%• Uruguay* 2004: 77%

Children commercial sexual exploitation.

• Latin American countries are becoming increasingly popular as places of rest and relaxation, and the increasing flow of tourists into and out of countries has resulted in a further increase in the number of sexually exploited children.

• There is also a lack of commitment by governments to address the problem.

Countries with action plan against child sexual exploitation (OEA. May 2002)

Yes• Argentina.• Brazil.• Chile.• Colombia.• United States.• Mexico.

No• Bolivia.• Canada.• Honduras.• Panamá.• Venezuela.• Uruguay

WOMEN AND THE ECONOMY

Number of women as heads of households in Latin America. (CEPAL)• In poor households: 100% women.• In non-poor households:– Argentina: 91.9%– Brazil: 81.2%.– Chile: 86.6%– Colombia: 62.2%– Mexico: 77.3%– Uruguay: 94.5%.

% of women’s income in relation to men in urban areas, by schooling years.

With 0 to 3 years of schooling• Argentina: 43.5%• Brazil: 60.9%• Colombia: women: 15.2% men: 10.6%• Mexico men: 7.6%• Uruguay: 65.8%

With 13 years or more• Argentina: 66.4%• Brazil: 55.6%• Colombia: Women: 13.1%

men 9.9%• Mexico: 47.4%• Uruguay: 62.4%

% of women in wage employment in urban areas

• Argentina: 42.6%• Brazil: 40.3%.• Chile: 32.8%• Colombia: 48.8%• Mexico: 37.3%• Uruguay: 46.4%.

Women dedicated only to unpaid domestic work. (Spouses with a child between 0 and 6.) (CEPAL)

• Argentina: 41.3%.• Chile: 25.2%.• Colombia: 35.4%.• Mexico: 55.2%.• Uruguay: 27.5%.

Unemployment rate by years of schooling (2010- CEPAL)

Women• Brazil- 0 to 5 years school : 12%• 13 years or more: 5.7%• Chile – 0 to 5 years school: 12.3%• 13 years or more: 10%• Colombia: -0 to 5 years school: 15.2%• 13 years or more: 13.1%• Mexico: - 0 to 5 years school: 4.3% 13 years or more: 5.5%• Uruguay: - 0 to 5 years school: 9.1% 13 years or more: 4.7%

Men• Brazil: 0 to 5 years school: 7% 13 years o more: 4.3%• Chile: 0 to 5 more school: 9.2% 13 years or more: 7.5%• Colombia: 0 to 5 years school:

10.6% 13 years or more: 9.9%• Mexico: 0 to 5 years school: 7.6% 13 years o more: 5.6%• Uruguay: 0 to 5 years school: 5-2% 13 years or more: 3.4%

Economically active urban population 15 years or more. (2010-CEPAL)

Men

• Argentina: 73.9%• Brazil: 79.1%• Chile: 71.1%• Colombia: 79.5%• Mexico: 79.1%• Uruguay: 74.2%

Woman

• Argentina: 48%• Brazil: 57.8%• Chile: 44.1%• Colombia: 59.3%• Mexico: 47.1%• Uruguay: 55.5%

Working population covered by social security systems. (CEPAL-2005)

Woman

• Argentina: 63.6%• Brazil: 70.1%• Mexico: 64.5%• Uruguay: 76.5%

Men

• Argentina: 65.4%• Brazil: 72.5%• Mexico: 61.3%• Uruguay: 78%

WOMAN AND EDUCATION

Average schooling years in urban and rural population of 15 to 24. (CEPAL)

Urban population• Argentina: Woman-11.2 y./

Men-10.5 y.• Colombia: Woman- 10.2

y. /Men- 9.7 y.• Mexico: Woman-10.6 years

Men-10.2 y.• Uruguay: Woman-9.8 years

Men-9.1 y.

Rural population

• Colombia: Woman- 7.7 y./ Men- 7 y.

• Mexico: Woman- 9.2 y./ Hombre-s 8.7 a.

• Uruguay: Woman-9.3 y./ Men-8.4 y.

% of population with Bachelors degree (UNESCO-IEU)

Woman• Argentina: 86% (2009)• Brazil: 29%. (2005)• Chile: 60.9% (2009)• Colombia: 40.9% (2010)• Mexico: 28.4% (2010)• Uruguay: 94.5%. (2005)

Men• Argentina: 56.9%• Brazil: 22.4%.• Chile: 57.5%• Colombia: 37.4%• Mexico: 27.6%• Uruguay: 94.5%.

Young woman´s (20 a 24 years) assistance to school by economic status.(1º level , the poorest)

• Colombia: *1º:11.8% *2º:14.5% *3º:19% *4º:28.7% *5º:47%

• Mexico: *1º:7% *2º:11.6% *3º:21.3% *4º:29.6% *5º:44.7%

• Uruguay: *1º:7% *2º:11.6% *3º:21.3% *4º:29.6% *5º:44.7%

Indigenous girls and women and inequality.(PNUD: Human Development Report)

• Indigenous girls and women have been affected by gender inequality.

• In Guatemala, where the presence of indigenous communities is very high, girls reach 0.9 years of schooling and indigenous children 1.8 years.

• In the group of women aged 20 to 24, 7 in 10 have no schooling

Feminization of teaching.(PROMEDLAC)

• The feminization of teaching in Latin America is a reality of early childhood education and basic education: 97% and 77%.

• The teaching career is part of the so-called "women’s career " where they perform duties of care that prolongs maternal roles, this situation itself is a manifestation of gender inequality.

• Gender is a classifier approach, since the growth of specialization decreases the level of women’s participation.

• The less prestigious teaching positions and salary are occupied by women.

Incomplete primary-functional illiteracy.

• In Latin America there are about 110 million women.

• 40% of them have completed primary.• That is, about 55 million.• If we add the illiterate women, we have about

75 million of silent adult basic education demand.

Textbooks(Case of Colombia)

• Natural Science Books• Most of the language used (97.6%) is male

generic language.• The words that account for this percentage

are "students", "children" and "teachers". (alumnos", "niños" y "maestros“)

• Only in two occasions inclusive language is used, when speaking of the "people" and the population.

Masculine semantic emphasis.

• Examples:– "Man has developed tools ...– “The digestive system of man.“– "Primitive man".– "Share with your classmates.“– "Don Gregorio bought seeds ...“

Equity language, non-sexist, nor discriminatory. (Curriculum of the Ministry of Education and Science. Spain 1990)

• "The teaching and transmission of sexist language in schools, and accepted as valid language and without a critical policy, constitute discrimination that involves negative effects on society as a whole.

• It is necessary therefore to take action from school and try to rectify the discriminatory discourse that students receive in their daily lives by helping to promote research and open attitude towards the language, unprejudiced and not trivialize its ideological importance " (P.129).

Iinternet access: Men and Woman.

Population aged 15 and over 60 years.•Brazil* Men: 37.6% Woman: 37%.•Mexico* Men: 27.4% Woman: 25%.•Uruguay* Men: 38% Woman: 37.7%.

WOMAN AND DEMOCRACY

Women’s right to vote

• Nueva Jersey, created in 1776…• Abolished in 1807…• Approved in 1869 in Wyoming, equal suffrage

(but not universal for dark skinned people)• Approved in the 1927 plebiscite in Uruguay

Cerro Chato in 1927;• Spain, 2nd Republic, 1931. .

1933 referendum in Eibar.

Women’s right to vote .

• Ecuador, 1933.• Mexico en 1953.

The right to vote:Nueva York, 1912

Woman in the political decision-making … (CEPAL)

• Woman en minister cabinets. Executive power. Some examples:– Argentina: 72.7% Men- 27.3% Woman.– Brazil: 72.5% Men- 27.5% Woman.– Chile: 79.4% Men- 20.6% Woman.– Colombia: 69.2% Men- 30.8% Woman.– Mexico: 84.8% Men- 15.2% Woman.– Uruguay: 89.5% Men- 10.5% Woman.– Spain: 52.2% Men- 42.8% Woman.

Woman president

Cristina Fernández de Kirchner Michelle Bachelet

Final reflections

• A great effort must be done to achieve equity in school access for girls and woman.

• It is necessary to review the language and content management to eliminate sexist transmissions.

• Public policies are required to promote equal access to work, politics and science.

Final reflections.

• Woman must be visible in a world of male dominance.

• Violence against woman must be eradicated .• Gender equality is not only expressed in equal

numbers in the school benches, but in the availability, access, continuity and respect for the rights of girls and woman.

Final reflections.

• The school must break the stereotype of male dominance over female, domestic work as a female space, affective expression as a feature of the woman.

• The curricula, teaching materials, language, examples, career expectations, uniform colors, songs, games, toys and rituals should be analyzed to achieve gender equity.

Final reflections

• The role of woman in history, in scientific development and art is routinely forgotten, the role is almost exclusively for males. This creates the invisible women.

• Males absorb more of the attention of teachers and carry out more control of the game space.

Final reflections.

• The expectation of mothers, fathers, male and female teachers is different for girls. The future of the woman is not just being wives and mothers.

• The point of view about gender and the inclusion of equally as a principle in education is to benefit everyone, for the full exercise of human rights.