Art as a Form of Creation! Part 2

As the final work for our Literature project “Art as a Form of Creation”, we were assigned to look into problems that have been affecting the world in our actual time, day to day. We had to develop three main points, point out a possible solution and show evidence of the hassle:

  • Explain its participants, the conflict and it’s objective
  • Find a poem/text/song/article/photos/etc
  • Suggest a solution

For that matter, I chose to talk about the Abortion Law in Argentina:

It was last year in 2018 that the quarrelsome environment between green scarfs and blue scarfs aroused intensely. They began to fight for the approval or rejection of the Law of Abortion by the disputes and senators of the Congress.

This law is genuinely addressed as the Project for the Decriminalization of Abortion which was proposed by the Campaign for a Legal, Secure and Free after being previously presented seven times in the past eleven years. This one consisted of twelve articles:

The first article establishes that every woman should have the right to voluntarily decide whether to interrupt or not her pregnancy during the period of the first fourteen weeks.

The third article suggests, the same way that the eighty sixth article of the penal code says, that in case of a violation, the risk of the woman’s life or the existence of severe malformations that would imply the infeasibility of the fetus, the pregnancy can be interrupted with no restriction of time.

The fourth and eighth articles feature that a girl between the ages of thirteen and sixteen is mature and competent enough to decide if she wants to go on with the procedure. Whilst girls under thirteen years old need the company of her parents, she still has the right to take the decision.

At the same time, the articles numbered five, six and seven force social works to provide comprehensive coverage of health for the public sector.

The ninth articles proposes assistance for handicapped people or with a restricted judicial capacity. The tenth one allows women to claim the interruption of her pregnancy anyone who has the ability to gest, vindicating the trans men who get pregnant.

At last, articles eleven and twelve derogate articles 85, 86 and 88 which give women who carry on their own abortion and professionals who do an abortion one to five years in jail.

Most of the women and men who had been demanding the recognition of this project were feminists; people who claimed equal rights for women as for men. However, there was a group of these  which turned this vindication of rights into a rebellion; the abortionists or the “green scarves” who said that because it was ilicit to carry out an abortion by a professional, women did it on their own, not only killing the life of the fetus but the life of the mother. Riots in the block of the Argentine Congress broke out on their behalf whilst there were also marches held by the converse group; “Salvemos las 2 vidas” or the “blue scarves”, who stated that it was obscene to deprive the fetus of the life that it was given either it happened illegally or legally. Aggression between these two sides became the centre of attention for a great part of the national population by mid 2018.

The same way that happened the last seven times, the law was once again rejected by the senators and disputes of the Congress though the votes had been utterly competitive as they were just in line, below or above one another.

On the one hand, the most efficient solution would be to approve the law project. I am not neither on the side of the green or blue scarves. I have friends who are on favour and friends who are against its approval. Therefore, I have heard both arguments which I think are both valid. So, how can I justify my opinion of what could be a solution to this endless fight? For starters, I am not on forward with the idea of killing lives, either on the inside of a person or one that is giving birth to one. Hence, i’d rather try to prevent this kind of situations from happening, but as the various methods that were implemented to do so were and are nonfunctional on the practice, I choose to solely allow women who suffered from a violation or is on risk of losing her own life, to decide if she wants to go on with the abortion procedure. Otherwise, clandestine abortions would keep on occurring ending with the lives of both the baby and the mother. Furthermore, I want to emphasise in the fact that just professionals who are willing to do the operation should do it.

On the other hand, those women who end up being pregnant for different reasons other than a violation, ought to give birth to the baby when its due. Shall this unexpected pregnancy form regarding lack of protection through the own fault of the parents to be and they have the resources to support a baby with its basic necessities, the fetus should continue with its gestation period. That way, people might finally learn to put into practice the sexual education provided to them. At the same time, the law 26.150 of ISE(Integral Sexual Education) must be thoroughly and properly exerted. Likewise, the population must be willing to learn and put into action this education. Side by side this two factors must work in order to reduce the rates of unwanted pregnancies.

March of Salvemos las 2 Vidas (blue scarves) in the Argentine Congress

March of the abortionists (green scarves) at the Argentine Congress

A representation of the conflict between the blue scarves and the green scarves at the Congress

BY Anouk de Laferrere

Publicado en 4AC2019, Activities, English, Literature, Writings | Etiquetado , | Deja un comentario

Art as a Form of Creation!

Now that we have finished analysing all the poems from the movement contextualized in the First World War; War Poetry. The totality of these criticised war and everything that caused it and the foregoing consequences. Yesterday for Literature class we were assigned to bring either an article, a poem, a song, a video, a picture or a drawing connected to war in some way to be able to relate the poems to real life and understand how reality is not that different from the history that we learn as if it happened far far away in the timeline of humanity. The teacher divided us into different groups formed by students who had presented each a different poem. My group was conformed by Juan de Elia, who had done Soldier, restTrinidad Porretti, who had done Dulce et Decorum estSol Santayana , who had done Anthem of a Doomed Youth and Francisco Montoya, who had focus on the analysis of Death. Casually, all of them brought something different; Juan brought a movie, Trini two TED Talks, Sol two articles, Fran a cartoon and I brought a drawing drawn by myself. We spent the class periods developing each of our ideas, why did we chose what we brought, to which of the poems we could relate them and how. Once we had finished discussing, we were given a tiny piece of paper in which we had to write a word, a phrase and an idea that could summarize the topic as a whole and then share altogether our choices.

I brought a drawing with the purpose of representing war itself:

In the drawing is represented an image of soldiers in the trenches on battlefield celebrating, for their army was the one that threw the bomb at the enemy city and explode, which means that they won the war. I could relate it with the poems read in class in different ways. Firstly I was able to connect it with Futility , By Wilfred Owen, because it tackles the pointlessness of war. While the soldiers are celebrating they have won war, in order to do so they are blind to the fact that by doing that they were causing destruction. Through this, war is considered useless. At the same time that it is meant to solve problems and conflicts between countries and nations by decimating the enemy to prove superiority, it is causing more tension and quarrel. Secondly, I can relate it to the poem Death-Bed by Seigfred Sassoon, Death by William Bell Scott and Soldier, rest by Sir Walter Scott. We have seen that war doesn’t solve anything by the way in which it refers to Futility. Besides, instead it produces death and suffering everywhere. This gives life much less value. By living in the bloody atmosphere of war, soldiers are little by little less eager to live and death does not seem so horrible after all. Besides, it can be connected to Anthem of a Doomed Youth , by Wilfred Owen, because of the fact that millions of soldiers die in action while fighting for their country. They sacrifice themselves but they are not even recognised that merit. For all of this, the drawing can be connected to the poem by Wilfred Owen Dulce et Decorum est by Wilfred Owen. This is because war supposedly produces a feeling of glory as soldiers are fighting for their own country. However, that glory is a deceit because soldiers, by being on battlefield, understand that war is cruel and terrible which makes them want to die and that their sacrifice is not worth neither appreciated.

On the contrary, Trinidad Porretti, from my group, brought two video; Ted Talks more specifically. Although we did not have the enough time to watch them, she told us about it thoroughly in detail. The first video dealt with a more actual and more personal perspective of war. On the one hand, there was the one from an American soldier who had been sent to fight in Iraq. He unfolded his story not only narrating how war showed the worst qualities of human but also the best ones. Human can be  harassing and destructive towards other humans like him which he chooses to consider as the enemy though they are the same. Meanwhile, he can be friendly, compassionate, and empathetic towards his brothers, the other soldiers fighting along him; he would risk his life for his fellows.

This video can be connected to Dolce et Decorum est because of the theme of brotherhood. In the poem, Owen tries to convince the audience that the concept of war bringing glory is false by portraying the traumatic moment in which a soldier witnesses the death of another one, and drowns in dreadiness for his brother’s death. Furthermore, it can be related to the poem Futility as it makes reference to the fact that man bears wreckage of the world and humanity, fighting against people that were made just the same way.

On the other hand, the other Ted Talk was about a historianwho analysed how life as individuals and as a common society is affected due to the features of war nowadays in the twenty-first century, different from the ones from world War One and Two that took place in the twentieth century. At this point, most of the wars are yielded because of the unequal distribution , use and trade of resources which could be replaced not generating any problem. Besides, previous  clashes, such as 9/11, have up-brought social prejudicies by generalizing and overviwing a whole community as equals instead of taking into account the diversities that each individual forming the community has.

This other one can be relationated with Death as it suggests that in life humanity is divided into several clasifications in which not necessarily every person fits with all the characteristics that are attributed to him or her just due to being considered part of a group. Moreover, I can establish a connection with Futility because it questions why man was created if it will bring about war and the obliteration of earth. Similarly, the historian prompts that instead of looking for solutions that do not compromise the Earth’s fate, human chooses war.

Publicado en 4AC2019, Activities, E-portfolio, English, Literature, Poetry, Review | Etiquetado , | Deja un comentario

Students teaching students

In Literature, we have been discussing the genre «war poetry». With the rising of the First World War, which changed the traditional ways of fighting, various poets were inspired to write to capture their opposition against war. In order to learn some of the poems that fit in this genre, the teacher divided the bunch of students in groups and told each to analyse a certain poem to teach it to the rest of the students. The analysis consisted of 6 points:

  1. Information about the author
  2. Context in which it was written
  3. Analysis of literary devices
  4. Connections to real life
  5. What the poem taught us
  6. Our opinion

In total we learnt 4 poems:

Publicado en 4AC2019, Activities, English, Literature, Poetry, Review, Term - Tests, Work in Groups | Etiquetado , , | Deja un comentario

A new learning method

At the end of this year, instead of having an ordinary evaluation, we will be evaluated based on our learning. You’ll be wondering… How is that going to be? By creating an e-portfolio.

What is an e-portfolio?

Task 1: Watch the following video and take notes.

  •  It allows you to present yourself in a profesional way
  • To enhance one’s learning
  • To keep track on what YOU are learning, not related to what the professor is teaching to all the students in the class
  • To become engaged in your education
  • It does not consist of the analysis of a poem but of connections between concepts we are taught and real life
  • To reflect on your learning
  • Make connection between your classes along the different years and your personal life throughout that period
  • To make otherwise invisible aspects of your learning visible
  • To expose what is going on in our heads that we are not saying

Task 2: Read and take notes

  • Besides of recording and documenting our learning, e-portfolios allow us to generate learning by connecting and reflecting not over concepts learned in class but also over things that happend in our lives or over different courses or assignments not related to our academic education.
  • Social constructivism: while we do build our knowledge on our own We will be also reflecting together with our peers, family members or professors through their comments, opinions and feedback.
  • this sharing is like telling a story
  • Invisible learning:
    • 1. The process of each students thoughts while learning, not focusing just on the product
    • 2. The feelings, personality and identity issues each student that can be connected to what they are learning.
  • Student-centered activity: the student is free to choose how to learn, which motivates his or her’s engagement on learning
  • Make connections between our learning in different contexts

TASK 3: Make connections between the video and the text. Write the summary.

The e-portfolio is a new method of learning which not only allows the students to make connections between their learning in various aspects of their lives, but they are able to build their learning through dialogues and interactions with their family, friends and professors and to become engaged in their learning too. This way, students can reflect over, document and record their knowledge, either academic, personal, emotional or regarding their identity, acquired along their lives and expose this otherwise invisible learning together with the visible one in the product. Thus, students can enhance their learning, generating more by keeping track on what each personally acquires and not based on what the professor taught to the entire class.

TASK 4: Visit some blogs from the students who are in Senior 5 now. Check out their last year portfolios. Choose 3 students and 

I chose the e-portfolio’s from Lucas Campion, Inés Galmarini and Gonzalo Criniti.

-what you like about their portfolio

What I like about Ines’ portfolio is that she is very keen on music and therefore, she connects poems or short stories with songs. As for Lucas’ portfolio I like how the different peoms of short stories reminded him of movies and how he managed to make connections between the writings and the movies. Finally, what I liked most from Gonzalo’s is that he related the poems and short stories read and analyzed with his personal experience, expressing his emotions and thoughts while reading.

-what is missing according to what you have read

Regarding Ines’ portfolio, I had difficulty at the moment of understanding the explanation of why she was able to connect those certain songs with the poems or short stories. In the case of Lucas’, I think it is really imaginative and entertaining the way he connected the texts with movies that may seem to have nothing to do with the texts themselves. There might be some lack of analysis of the texts, but I don’t know if it is so necessary. Similarly, Gonzalo’s portfolio successfully showed his personal reflections over the poems and short stories read, though not showing so much analysis.

Publicado en 4AC2019, Activities, E-portfolio, English, Literature | 1 comentario

How did WW1 affect Literature?

In this first part of the term, in Literature, as an introduction to the poem «The Death Bed», by Seigfried Sassoon, we were introduced to the genre of War Poetry. It deals with the totality of poems about the First World War. The particularity that the genre has is that the pieces that conform it are not all written by soldiers who suffered the unexplicable, yet explicable, experiences of war in front of ones eyes. On the contrary, there are also poems written by non-combatants, civilians and women who expressed their feelings and emotions about war. Not exactly of the battlefield, but of how war affected their lives too although they were not part of  the physical fighting.

In order to learn in depth about War Poetry, we were divided in groups to present a presentation based on a series of questions that we had to answer using certain links. I was with Juana Zufriategui, Bianca Ieraci and Sofía Mele, and this is our presentation:

Publicado en 4AC2019, Activities, English, Literature, Poetry, Work in Groups | Etiquetado | Deja un comentario

Ensayo _ Julio Cortázar

En clase de Lengua estuvimos discutiendo acerca de la Literatura Argentina y cuáles son las características que deben tener los textos y novelas para formar parte de la misma. Entre ellos, leímos «Casa Tomada» por Julio Cortázar y lo analizamos. Luego de trabajar sobre lo aprendido, la profesora, Camila Aliberti, nos asignó escribir un ensayo sobre ello. Este es mí ensayo:

Julio Cortázar puede ser considerado como un modelo del escritor argentino e incluso del escritor latinoamericano.

“Julio Cortázar en la Literatura Latinoamericana y su desarrollo como escritor Argentino”

    El muy reconocido autor Julio Cortázar puede ser identificado como un escritor argentino, y, por extensión, un escritor latinoamericano. Fue en una de sus clases en la Universidad de Berkeley que explicó detalladamente que su desarrollo como tal se vio reflejado en tres distintas etapas, dos de las cuales tuvieron sus auges en Argentina, por un lado, y Cuba, por el otro.

    Julio Cortázar, fue nacido, inoportunamente, en uno de los tantos viajes de sus padres, en Bélgica, en 1914. En contexto de la primera Guerra Mundial, debido a su abuela alemana, rápidamente, este debió trasladarse junto con su familia a Suiza, más tarde a Barcelona, y finalmente a la Argentina en 1918. Allí vivió su niñez y adolescencia, así como las épocas de sus estudios universitarios. En 1951, se mudó a París, Francia, pero sin negar su nacionalidad argentina. Por el contrario, en 1981, tomó la nacionalidad francesa en protesta al régimen militar que lideraba a la Argentina y tristemente murió tres años más tarde. Paralelamente, en 1963, por temas laborales embarcó en un viaje hacia Cuba que amplió su mente.

    Los principios como escritor de Cortázar se situaron en distintos pueblos del Gran Buenos Aires a donde lo llevaron sus estudios y trabajos, hasta que se mudó a la capital, en 1946, al mismo tiempo que renunció como profesor, manifestando su oposición ante la victoria presidencial de Perón. Una vez establecido allí, Cortázar no pudo resistirse al encanto de la ciudad: “Desde muy joven sentí en Buenos Aires el contacto con las cosas, con las calles, con todo lo que hace una ciudad una especie de escenario continuo, variante y maravilloso para un escritor”. En contraste con sus anteriores paraderos, él, así como otros, notó su atracción hacia el aura de la Ciudad de Buenos Aires y la inspiración que esta le brindaba. Esto lo llevó a focalizarse más en la “estética” de sus escritos, nombre que le otorgó a su primera etapa como escritor.

    Fue ese mismo año que Jorge Luis Borges publicó la obra de Julio Cortázar “Casa Tomada”. Este texto, forma parte de la llamada Literatura Argentina, debido a que está escrito por un argentino. Cortázar no es natal de la Argentina pero él mismo considera que es parte de la nación: “Pertenezco a una generación de argentinos…”. Si bien nació en Bélgica y vivió los primeros años de su niñez en distintos países de Europa, él se identifica con la cultura, las tradiciones y la sociedad argentina. Además, al utilizar la lengua española, usa lenguaje típico argentino, como el “mate” o “Rodríguez Peña” haciendo referencia a la calle. De esta manera notamos que el cuento se contextualiza en Capital Federal. Por último, Cortázar desarrolla parte de la llamada Historia Argentina al mismo tiempo que este relata la situación de los habitantes de una casa que, paulatinamente, es sida ocupada por seres desconocidos. El hecho de que poco a poco los personajes tienen menos espacio de su casa disponible donde vivir, poco a poco echandolos, es una representación del peronismo y cómo este fue avanzando en la nación desapercibidamente. Esta doctrina política y militar fue promoviendo la opresión de una manera en la que no produzca un cambio abrupto. Asimismo, no sólamente se puede distinguir la negativa de Cortázar hacia tal ideología, pronto por convertirse en régimen, sino que además justifica su exilio en 1951.

    Por otro lado, en sus últimos años como escritor Cortázar se basó en el análisis del individuo como sociedad. Entre 1959 y 1961 surgió una repentina curiosidad en él por la circunstancias en las que se encontraba el pueblo cubano; “Poco a poco, eso tomó para mí un sentido especial.” En aquella época, el Che Guevara se paraba como dirigente socialista de la nación. Cortázar recibía testimonios y escritos que lo acercaban a estos sucesos que parecían muy lejanos, pero simultáneamente muy cercanos. Finalmente pudo viajar a la Isla de Cuba en 1963 y ser testigo de ellos por sí mismo. Tal inquietante situación política despertó cierto interés en los ojos de Cortázar. A pesar de que era una persona ajena a la realidad por la cual estaba pasando la sociedad de Cuba, igualmente el pasar “dos meses viendo, viviendo, escuchando, aprobando y desaprobando” decide escribir sobre ella mostrando su visión ambivalente de las circunstancias.

    Estas nuevas experiencias lo ayudaron a identificarse en ese ímpetu de libertad y autonomía: “no solamente yo era un latinoamericano que estaba viviendo eso de cerca sino que además me mostraba una obligación, un deber.” Al reconocerse a sí mismo en “los barbudos” se da cuenta que debe hacer algo al respecto. Además, tiene una epifanía en la que entiende que necesita ser un “latinoamericano escritor” para ser un “escritor latinoamericano” dicho propiamente por él. Uno debe convertirse e involucrarse en la población latinoamericana para emplearla en sus textos literarios.

    Por adición, no me limito a hacer referencia a las tan renombradas etapas de la literatura por las cuales Julio Cortázar caminó como escritor. En la primera etapa se focalizó en la parte más estética de la Literatura: en la literatura como un arte,, cuyo escenario era la Argentina. Él distingue este período de dicha manera porque fue durante el cual pudo experimentar casos políticos internacionales aunque la República Argentina no haya estado involucrada en ninguno: “Viví.., desde lejos por supuesto… la guerra civil en que el pueblo de España luchó… Viví la Segunda Guerra Mundial…”. Sin embargo, Cortázar no hizo referencia a ninguno de estos hechos en sus escritos del momento, no se comprometió con la Historia, precisamente: “nunca se nos ocurrió que la Segunda Guerra Mundial nos concernía también aunque la Argentina fuera un país neutral.” Según Borges, los mejores escritos debían conformar una combinación entre la literatura estética y la comprometida. En años tardíos, Cortázar reconoce que cometió un error al no transformar el contexto político en el que se encontraba en sus tempranos años como escritor en un interés común a través de su literatura tanto como deberían haberlo hecho. De todas maneras, claramente, en “La Casa Tomada”, Julio Cortázar no se reserva a únicamente describir con lujo de detalle la trama, escribiendo al margen de la Historia, sino que escribe estéticamente con un propósito político. Acorde a esto, a través de “La Casa Tomada”, con la llegada del peronismo al gobierno, él expresa su severa oposición al régimen.

    Mientras, la etapa metafísica, que se basaba en una autoindagación filosófica del humano como todo hombre, conformó el medio entre la etapa estética y la histórica, que analiza al hombre como parte de la sociedad. Esta última es la que toma lugar en la Isla de Cuba. Aunque su viaje fue de poca duración, fue suficiente para que se enamore del “concierne” político de un único grupo: “implicados en los procesos de combate, de lucha, de discusión, de crisis de su propio pueblo y de los pueblos en conjunto”. Los barbudos(el nombre que recibían los rebeldes) no peleaban por sus derechos individualmente sino como una comunidad. Fue en ese momento que comenzó a “ver al prójimo no sólo como el individuo o los individuos que uno conoce sino verlo como sociedades enteras, pueblos, civilizaciones, conjuntos humanos.” Dice esto el autor contrastando la etapa histórica con la metafísica.

    En conclusión, el autor Julio Cortázar se desarrolló de maneras diversas sobre la literatura a la cual difícilmente diferencia de su vida: “decir “literatura” y “vida” para mí es siempre lo mismo”. A medida que se iba trasladando por el mundo, el contexto de los distintos países en los que vivió influenciaron tanto su forma de escribir como su vida privada. De tal manera, Cortázar puede reconocerse como un escritor Latinoamericano así como, incluso, argentino.

Por: Anouk de Laferrere


Publicado en 4AC2019, Castellano, Lengua, Literatura | Etiquetado , , , , , | Deja un comentario

Pupil Reflex

These year we are officially sitting for the IGCSE Biology and so we have to keep learning more and more about the subject.

Continuing with Coordination from Chapter 13 of the Coursebook, we analyzed in depth the eye organ as a receptor organ. In today’s class we learned how the Pupil Reflex works. In order to do that, we used the flash of our cellphones to focus CAREFULLY on a companions eye and we wrote down our observations.

-With bright light, the pupil constricted while the size of the iris stayed the same.

-With no/dim light, the pupil dilated while the iris was not affected.

Search for a video in which the pupil reflex is explained.

Complete the following diagram:

Bright/dim light

Circular & Radial muscles of the iris


What is the effect?

In the case that the eye is exposed to bright light the circular muscles contract while the radial muscles relax. This way the pupil constricts so little light gets into the retina, and the cones there are not damaged.

In the case the the eye is exposed to dim light, the radial muscles are the ones that contract while the circular muscles relax. This way the pupil dilates/widens allowing as much light as possible into the retina, where rods can detect it.

Publicado en 4AC2019, Activities, Biology, English, Term - Tests | Etiquetado , | Deja un comentario

Estudio de Campo

En Legua como último trabajo del año, en los grupos base realizamos un estudio de campo para averiguar cómo hablamos. Mi grupo estaba conformado por Ramiro Aizpiri, Belén Brito Peret y yo. Primero elegimos 2 criterios; género y edad, y 3 reglas gramaticales en las que las personas tienden a equivocarse; el HABER impersonal (Ramiro Aizpiri), la oración condicional(Anouk de Laferrere) y los adjetivos ordinales(Belén Brito Peret). Una vez eso decidido, elegimos un tema sobre el cual basarnos al escribir una entrevista para ver cómo los entrevistados, de nuestro entorno sociocultural, usan las reglas gramaticales al responder las preguntas. Luego de realizar las entrevistas, las cuales filmamos, escuchamos cada una de ellas una y otra vez para encontrar si utilizaron las reglas gramaticales correcta o incorrectamente.

Después de reunir los resultados que obtuvo cada uno de nosotros, armamos gráficos torta para presentarlos visualmente y desarrollar nuestras conclusiones. Este es el producto obtenido:

Publicado en 3AC2018, Actividades, Castellano, Lengua, Work in Groups | Etiquetado , , | Deja un comentario

Last Booktube

The last term of the year, last Lending Library of the year. The last Lending Library ever. Now that the third term of 2018 is getting to an end, we had to record one last Booktube based on the Lending Library that we had chosen to read. Mine was «Will Grayson, will grayson», one the New York Times’ bestseller by John Greene and David Levithan. The story is about a teenaged guy living in a suburb of Chicago called Will Grayson, and another teenager living in a different suburb of Chicago called Will Grayson as well. I know it sounds super confusing. The fact is that these two completely contrary characters, regardless of their names, at some point of the diegesis, meet. That’s when both of their lives have an abrupt change of direction in a positive way. As the task for my Booktube, I decided to discuss the title of the novel and, besides, suggest new ideas for distinct titles, explaining my choices. This is my Booktube, hope you like it!

Publicado en 3AC2018, Activities, BOOKTUBE, English, Homework, Language, Lending Library, Writing & Oral | Etiquetado , , , | Deja un comentario

TP Formación Ètica y Ciudadana

Como último tema y trabajo del año, con respecto a Formación Ética y Ciudadana, realizamos en los gupos base un práctico, que incluía la metodología de las “Inteligencias Múltiples”, sobre la Familia, Infancia, Género y Sociedad. Cada grupo recibió una asignación distintas que, no solo debía incluir contenido del libro de clase, sino que también deberíamos realizar una busqueda del material. En nuestro caso todo el contenido fue obtenido de la última forma mencionada. Mi grupo, en conjunto con Olivia Obligado y Juan de Elia, tuvo que investigar sobre la Ideología de Género y la manera en la que la Iglesia Católica concibe el matrimonio. Este es nuestro trabajo:

La Familia, Infancia, Género y Sociedad

Por: Juan de Elia, Olivia Obligado y Anouk de Laferrere

Definición de “familia”:

La familia es un conjunto de ascendientes, descendientes y demás integrantes relacionados por parentesco, legal o religiosamente. Este convive y tiene un proyecto de vida en común. Esta se multiplica a medida de que los integrantes se casan y reproducen, agrandándola. Generalmente, esta visión está conformada por una mujer y un hombre, quienes se casan y dejan descendencia (hijos o hijas). Sin embargo, recientemente, la idea de esta familia ideal a tenido transformaciones en algunos casos en los que, por ejemplo, hay dos papás o dos mamás en lugar de uno y una.

La ideología de género y el matrimonio a través de los ojos de la Iglesia.




«Nos levantamos a una,
a dos, por nuestros hijos y un futuro mejor
Nadie va a cambiar, ni a confundir
Lo que en casa papá y mamá solían enseñar
Toma mi mano, es una realidad
Unamos fuerzas todos unidos.
Es tiempo de actuar.
A favor de la familia, todos junto a mi lo podemos lograr
Nuestros pasos van a ganar,
con el poder de la verdad
respetando los principios del diseño original

Toma mi mano, es una realidad
Unamos fuerzas todos unidos.
Es tiempo de actuar.
A favor de la familia, todos junto a mi lo podemos lograr
Nuestros pasos van a ganar,
con el poder de la verdad
respetando los principios del diseño original

Rescatando principios

del diseño original

Rescatando principios

del diseño original»

    En este video muestra  la marcha que se llevo a cabo en Perú, así como también en Estados Unidos, el 26 de diciembre de 2016 . La población se levantó contra el gobierno para evitar que se implemente la educación sexual, incluyendo la ideología de género en todas las escuelas. La frase que dice “No te metas con mis hijos”, quiere decir que, ellos quieren tener la posibilidad de poder elegir cómo sus hijos deberían ser educados y enseñados dentro de los colegios. En el caso de que se implemente tal ley, ellos no tendrían la posibilidad de elección, ni de impedir que sean enseñados la ideología de género que ellos aborrecen ya que alteran la visión que tienen de “familia”.


La Ideología de Género _ Qué países implementan las sanciones y leyes




Esta frase hace referencia a las leyes argentinas 26.618 y 26.743 sobre el Matrimonio Igualitario y la Identidad de Género. Su objetivo concibe, a rajatabla de lo que establece la Iglesia sobre el matrimonio, que existen variaciones con respecto a la cultura, etnia y religión, lo que produce que haya diferentes maneras de amar y de construir una familia.

Sabemos que no es necesario incluir un segundo slogan y menos de otro país, pero un mensaje equivalente cubre el slogan francés creado para la sanción de la ley para que personas del mismo sexo puedan contraer matrimonio y adoptar niños. La incluimos porque nos pareció un ejemplo a seguir refiriéndose a la aceptación de tal idea.


Refiere a que todas las personas, sin importar su orientación sexual, puedan casarse con los que aman.



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