The cultural and social implications of the systematic absence of female role models and their productions in all areas of education is one of the most active mechanisms of discrimination against women and a huge loss of cultural heritage for all. A study carried out in 2014 showed that only 7.6 % of female references appear in textbooks. This represents, on the one hand, a marked cultural loss because the lack of knowledge of these productions impoverishes Europe's cultural heritage. On the other hand, this absence constitutes one of the essential aspects of structural inequalities and implies a delegitimisation of women. If women's achievements are not recognised, it is difficult to give them social value. This is a European and global problem. It is this situation that led us to request the project. The need to correct these gender inequalities that are fed from school through a deficient cultural transmission that does not recognise either the contributions of women or their historical protagonism and the recovery of this cultural heritage of female production have been the needs that we have addressed. Our aim has been to provide tools for intervention in the classroom to restore the role of women and their productions. Along these lines, we have created 1- Three catalogues of music, literature and art that contain works and biographies of women from antiquity, in open access and in three languages (English, Spanish and Catalan), with more than 65,000 consultations. They have a dual educational purpose for all levels and a cultural purpose, for the management of agendas. 2- A refresher course on STEM content offered in Spain (Valencia, Asturias and as INTEF throughout Spain) at secondary and university levels, at UV, with more than 320 attendees. 3- A resource bank (http://buscador.womenslegacyproject.eu/recursos/index), which specifies the system of inclusion of female references and their production in each subject. This system, with activities that are framed within a subject and a course and are linked to normative educational content, facilitates their use in the classroom. The activities are not focused on women, but on the subject and there is a previous document that defines the basic contents of each subject and course and relates women to these contents through their achievements. This inclusion system is transferable to any other European or global education system thanks to the design of its IT platform and the established transferability system. This tool has been financed solely by the Spanish Women's Institute. It has been made possible thanks to the collaborative work of the partner centres. 4- The creation of an IT platform capable of being extended to other cultures and languages. We have created a team of more than 240 people distributed in 32 teams and we have the collaboration of more than 130 associate members (they are on the web). Among them, more than 80 secondary schools and universities in several countries. We have created 22 training seminars in schools, institutes and conservatoires in Spain and Scotland and we have given more than 80 conferences and a high participation in congresses. 7 multiplier events have taken place; one in each country and 4 in Spain (Valencia, Seville, Salamanca and Madrid). The project has been presented to the European Community at the invitation of the Spanish Embassy in Brussels and at the Cervantes Institute in Brussels and Madrid. It has also been presented in Jordan, where a collaboration agreement has been established with the RIIFS of Jordan for the inclusion of the production of Arab women in the platform. We have collaborated with materials produced in the project with the Ministry of Education in the curricular development of the new LOMLOE Law Textbooks have been produced (Bromera and Micomicona) with the inclusion methodology Women's Legacy. A book has been written in SM "Aprender con referentes femeninos" (Learning with feminine referents) which includes the methodology of the project. With this we seek the recovery of the vast European cultural heritage of female creation. Its restitution will allow us to perceive culture as a shared construction and expand our rich heritage in all areas. It will also legitimise women through the recognition of their achievements. This changes the perception of culture and constitutes an essential and permanent achievement for equal opportunities, which is why we have created a lasting and open platform. Our aspiration is to renew the project and expand it to other countries and languages to extend its benefit.
1-The creation of didactic intervention instruments that facilitate the recognition of the historical and cultural role of women through the inclusion of female references and their creations in the classroom at different levels of the educational system. The recognition of these female contributions socially legitimizes women, changes the perception of culture and constitutes an essential and permanent achievement for equal opportunities. 2- The recovery of the vast European cultural heritage of female creation: literature and thought, music, art, cinema, illustration, embroidery and textiles or scientific and technological contributions. Their ignorance constitutes a cultural loss for everyone. Its restitution will allow us to perceive culture as a shared construction and expand our heritage wealth in all areas. 3-Training for teachers at different educational levels. 4-Create a computer platform that allows these products to be offered openly to everyone and facilitates and extends their use beyond the project. 5-Offer instruments to administrations, universities and other agents so that they can program cultural agendas with greater female participation.
The cultural and social implications of the systematic absence of female references and their productions in all areas of education represent one of the most active mechanisms of discrimination for women and an enormous loss of cultural heritage. A study carried out in 2014 showed that only 7.6% of female references appear in manuals. This represents, on the one hand, a marked cultural loss because ignorance of these productions impoverishes European cultural heritage. On the other hand, this absence constitutes a delegitimization of women and one of the essential aspects of structural inequalities. If women's achievements are not recognized, it is difficult to give them social value. Providing intervention instruments in the classroom to restore the prominence of women and their productions has been the reason that led us to request the project. The need to correct these gender inequalities that are transmitted from school through a deficient cultural transmission that does not recognize either the contributions of women or their historical role and the recovery of this cultural heritage of female production have been the needs that we have addressed.