Abstract:

This contribution regards to relation between gender violence and social economy, without forgetting emotional aspects and too much women deaths. In the author’s opinion it is not necessary to justify actions aiming at preventing gender violence and its impact on the social economy: Impact on the victim and his / her children; Effects on the community and on society (assistance and social welfare, sanitary-therapeutic, [re] integration: housing, training, work, pay citizenship); and Insertion (job search / training, follow-up) I believe that these important repercussions in the social economy depend on the phenomenon of gender violence, so we must prevent it before ending up in women deaths. In this sense, we find information that seems to warn us of a generational change related to the appearance of new and early ways men controlling their partners, so women must be prepared, it is a control that appears too soon and that covers the whole life of the woman. The disastrous consequence is that girls who initiate early risk relationships, over time may come to internalize "control is normal" in couple relationships, given that certain controlling attitudes are admitted by both sexes. If we are aware, we realize that there are pernicious ideas on women (stereotypes) that remain submerged in the depths of the social imaginary and it costs come off them because, e.g., the mass media which form the public opinion almost exclusively maintain gender stereotypes and transmit them unashamedly.
Regarding to Methodology, the author did online courses aimed to sensitize 120 teachers on gender violence, so they could raise awareness, at the same time, of their pupils, with an only aim: training their young pupils on violence concepts and perspectives; on stereotypes transmission, and also sensibilitying young people about gender violence’s consequences in society, especially consequences in emotional aspects and in economy social in crisis time (economic cuts, social measures’ retrenchment, etc.). Pupils and teachers analysed spots, films, news-papers, etc., and debated on them. We can’t forget the impact of these online formations reverberated not only in the direct participating (teachers) but also in indirect beneficiaries (their pupils, number estimated: 2400 pupils). The author analysed and categorized the answers of teachers and their pupils, and reviewed the common words more frequently used by them (like: “love”, “normal”, “jealousy”, “control”, “forgive” etc.) So we, teachers, know -from this analysis- the ideological discourse contained in, in other words: what are pupils and other teachers’ beliefs and tolerance about gender violence, and their consequences for them and for society. Most of the participating teachers sent sensibilitation works they did with their pupils; in them we can see pupils and teachers’ conception and tolerance about gender stereotypes (roots of gender violence) and also what are their thoughts and experiences on this topic. The results are satisfactory for the author, who is glad to recognize the good work of the most of the teachers than coursed this online formation: although most schools are not implementing the recommended administrative fighting gender violence measures, the teachers trained are now fighting by carrying out them. However, girls and women are more conscious than boys and men about what is the completely sense of gender violence, new micro-machismos’ styles, and the consequences of it all.

Keywords:

Violence, gender, women, education.