* Deepen the knowledge of the dynamics of socialization and integration of students from a gender perspective. * Develop activities and dynamics that allow students to reflect on all these processes; promote conciliatory and egalitarian attitudes that allow the full development of adolescents in society without discrimination in terms of their sexual or gender identity. * Reformulate the internal protocols of the center from a gender perspective; reconsider different aspects of the subjects of study from this perspective; expand the actions of the Coexistence and Coeducation commissions; integrate gender diversity in the Dynamization of patios and Library. *Contrast other school management models from a gender perspective and learn about other social ways of approaching the challenges of egalitarian education; expand methodological skills of our teachers; strengthen cooperation ties with other European institutions. *Prepare products that can be exported to other European countries to share with collaborating institutions and ultimately with any institution that so wishes.
The multicultural nature of IES Bendinat favors the contrast between perspectives on gender on the part of our students. Often, discrimination based on gender is so internalized in our students that they do not even perceive it as such, which sometimes translates into conflicts that affect both the pace of the classes and the maturation process of the students. Social networks have been revealed as an amplifier of prejudice, often favoring toxic relationships. To deal with all these challenges, our institution proposed from the Coexistence Commission to deal with these aspects in more depth, which finally led to the creation of a co-education commission. However, the continuous verification of gender violence in our society prompted us to investigate this phenomenon in educational systems of other European countries to discover how they deal with situations that may present themselves differently depending on the characteristics of their culture and that may be have tried to overcome with different mechanisms that can be a source of inspiration for our pedagogical practice.