1. Offer teachers an interactive and innovative diagnostic tool with which they can detect and work in the classroom on thoughts, prejudices and racist, xenophobic, sexist and other attitudes that involve discrimination against some people over others, emphasizing the privileges and hierarchies of some people over others and the consequences of this system. 2. Simultaneously provide a guide that allows teaching staff to address the problems analyzed in the diagnosis phase in the classroom from participatory strategies. The aim is to alert and make young people see the consequences caused by these discriminatory attitudes and their responsible role in the creation of a fair, inclusive and egalitarian society. 3. Promote among adolescents their creative capacity through a strategy of raising awareness and influencing their peers by scripting and staging a story through the recording of short films that serve to denounce and contribute to reversing situations of inequality and discrimination.
It is based on an existing framework of sociological research developed by the Reina Sofía Center on Adolescence and Youth (CRS) of the Fad, which allows us to know the high level of use of stereotypes and prejudices related to racism, xenophobia, sexual diversity and gender and political ideologies in the collective imagination of the young population and in social networks. The CRS Youth and Gender Barometer 2021 also provides worrying data: While more and more girls consider gender violence to be a very serious social problem (72.4% in 2017, 74.2% in 2021 ), fewer and fewer kids agree with this statement. If in 2017 54.2% believed it, in 2021 it will barely exceed 50%. Especially worrying is the growing percentage of young boys who deny the existence of gender violence. In four years, from 2017 to 2021, the percentage has doubled and stands at 20%. That is, one in five adolescents and young men between the ages of 15 and 29 believes that gender violence does not exist and that it is just an “ideological invention.”