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Constructivista focus according to which learning is considered in terms of acquisition of abilities and not as a passive retention of disciplinary content. From this
perspective, learning fundamentally consists of constructing meanings and attributing sense to that which is learned from personal experience and from
knowledge, feelings and values with which each person approaches the contents and activities that she must acquire and work
at.
For learning to be meaningful it is necessary to establish relations between that which is learned and that which is known and the
surroundings, thus easing the transfer of this knowledge and experience to contexts different from those in which they were learned or
experienced.
Gender Perspective, which means valuing the women’s specific experiences and learning; questioning the socially imposed gender roles and valuing women’s activity in the domestic sphere as socially necessary work, and in consequence, valuing their learning as significant and transferable to a work context.
Gender conditions the women’s connection to the job market. This reality is what directs the gaze to an analysis of employability, which makes, upon analyzing the structural factors that are affecting the woman’s connection—one specific woman—, those elements that are significant from a gender perspective be incorporated. For example, discrimination factors in connection to the job market.
Gender perspective also means supporting the processes of change generally involved in the insertion processes of women, in that for many, modifying their work or professional situation brings with it changes in other spheres of their life. Often, the decision to initiate a process of returning to the world of work, after being away for so long, implies modifying—directly or indirectly—their role in the family domain. Taking these processes into consideration, recognizing the full value and significance they have for women, is a fundamental component of the tutorial activity.
Focus on Abilities. Labor insertion directed at those collectives who find themselves in situations of exclusion from the job market must put a special emphasis on the development of the abilities and personal resources necessary to give solidity to its social and labor insertion process, strengthening the ability of self-training and crossover of the abilities acquired and developed in different domains to the work context.
The focus on abilities is, in SURT’s practice, closely linked to the gender perspective. The methodologies directed towards developing abilities facilitate while giving value to the training carried out by the women in nonformal settings fundamentally connected with the responsibilities in caring for people and the organization of this realm. Thus, the social value of the work women do in the reproductive environment is made visible, reversing the systematic devaluation dynamic still present in the socially dominant imagery and practice. Through the methodology of abilities this training can be made visible and, above all, they acquire value as significant abilities-capabilities in the work environment.
This position is the basis for the different activities and projects we have put into operation over the years. At the same time, work experience itself has given us important elements of reflection that we have incorporated into the content of different activities and programs, looking for new ways, new models, which has allowed us to come closer to the objectives we have brought up.
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