"The New Alternative Masculinities and the Overcoming of Gender Violence"

Currently, one of the problems identified in Europe is the rising of gender violence among youth. This article analyses the emotional and sexual relationships among teenagers.

The study of communicative acts allows us to identify harassment or freedom in a relationship.

The following results of battered women between 18 and 30 years old have been extracted from different polls belonging to the Women’s Institute:

2006: 9% of women

2006-2010: 29% of women

One of the created projects to deal the issue of violence against women is the INCLUD-ED integrated project, which also deals the relations between educational and social exclusion.

1. The impact of communicative acts in sexual affective relationships:

This research is based in two concepts: the communicative acts (CREA , 2006-2008 ) and preventive socialization of gender violence ( Duke , 2006; Gómez , 2004; Valls, Puigvert and Duke , 2008).

The conception of communicative acts developed by CREA deepens on the intent with which subjects emit their speech acts and the effects that they can have on speakers and listeners. Communicative acts take into account verbal and nonverbal language.

Regarding the preventive socialization’s theory of gender violence emphasizes the central role of the socialization process in affective sexual relations.

At the same time, it’s exemplified the absence of desire linked to relationships where there is a male model based on egalitarian models.

Scientific literature insists on the influence of a sexist language construction in different contexts through which women is discriminated in several different ways.

Along these lines, there are also different researches that appear to point that

Gender socialization processes determine the type of communication between men and women. We can distinguish between two different ways of Gender’s communication:

- Men have a way of communication closer to domination

- Women have a way of communication closer to compassion.

2. Methodology:

The methodology used in this article is the critical communicative paradigm (Flecha and Gomez, 2004). This methodology is based on equality, using the knowledge generated through dialogue. The research team provides data and theories.

Results will be able to be validated using the inclusion method, and it will allow researchers to draw conclusions.

These researchers are teenagers between 17 and 20 years.

3. Analysis of communicative acts between teenagers and their emotional impact on sexual relationships:

The analysis of communicative acts has allowed a language based on ethic and desire in language interactions that adolescents form around the affective-sexual relationships. The interpretation and use of the various languages, put teens on reality, that has a direct impact on the kind of relationships they choose to keep.

On the other hand, the incorporation of dialogic communicative acts, based on solidarity, is helping to overcome abusive situations and avoid violence.

3.1. Language of ethics and language of desire:

Beyond the sexism in language, the analysis identifies communicative acts through language, some adolescents associate the desire to have relationships where there is violence and domination with those associated with the goodness associated to ethics.

Examples:

When communicative acts are used to describe people who treat them well and do not have a violent attitude the language of desire is not used:

"Yeah, well, nice, nice is not much physically but mentally itself if its very nice. Good and ended up together!"

When the duality of these two types of language (ethics, desire), which reproduces the traditional double standard, is clearly seen:

"To be a one night stand is beautiful and he is good and ready. He don’t take drugs. My boyfriend it's a good person. And then, it can be handsome as better, because it could be better, but that's a good person and that's it "

3.2. Communicative acts of power:

Investigation has found that young people use acts of power that will not help because provides of freedom and make the relationships based on domination. These acts are articulated in different forms:

a) Interactions of power:

When people who do not have a pretigious status within the group are often excluded in different areas of the educational center:

"They called him fat?

Yes, he had no amorphous forms was that no one did anything "

When given fame and why boast of this:

"Well I do not know, he always talks about girls he know, not us."

b) Social Status:

It is Those ones who are the most known and people want to keep affective-sexual relationships

This situations substantiated claims of power in which boys and girls base their choice on the social ladder that takes the person picking are generated.

Example:

Boys and girls are guided by what people say:

"Well, see, this guy has dated many people will try to see, as to see if it's true and if you see that it is better, stay with him. But if they say this guy is a silly and has never been with anyoneyou can let it out, if you haven’t been with anyone the people can talk about it.

c) Social pressure:

Example:

In certain cases the communicative acts provide you for giving elements that involve trigger social pressure in making decisions or been excluded of those who do not have a high social status within the peer group:

"Sometimes yes, but is said to and therefore do not separate for me, of course they do not marginalize me, to not think badly of me and keep the roll as my friends"

3.3. Dialogic communicative acts and solidarity:

Finally it should be noted in contrast to the above components preseted so far, there are communicative acts that have a positive impact in overcoming situations of abuse or violence. The research identified that there some dialogic, communicative acts and interactions forged solidarity and consensus which are specified in the peer group, particularly in the girl groups that between them increased defen of a possible abuse.

In this type of communicative acts a more satisfactory relationship prove help in deciding what kind of relationship they want to start.

Conclusions:

The results presented have allowed analyzing the communicative acts used by teenagers and young when referring to their emotional-sexual relationships. Through this analysis has been possible to identify those communicative acts that promote relationships based on the name and not those who take freedom and free and equal relationships.

In this sense, stay with this transfer between scientific knowledge and the civil society is promoting progress towards relationships forged increasingly dialogic communicative acts. Thus, it is possible to take steps to prevent and eliminate cases like Phoebe in the world.

 Enllaç lectura : Lectura 4 EN Flecha, Puigvert i Ríos NAM.pdf