The Complex Trajectories project, a project funded by the Erasmus + program, aims to understand the increasingly diverse and complex trajectories of students at university, and to provide support to the people who go through them. It not only aims to guarantee inclusive access to university programs, but also success in carrying out studies regardless of the socioeconomic situation of the people who study them. The project plans to define a system for monitoring the trajectories of students that allows the development of support policies both institutional and of the university system and to define indicators to avoid dropping out. In this sense, it is proposed that the center of the analysis of the trajectories is not the program (graduation rates, etc.), but the student body. Thus, a trajectory will be considered successful regardless of whether there have been changes in studies or in the study modality.

Women's Legacy: Our Cultural Heritage for Equity' is a European project organized by the Ministry of Education, Culture and Sports of the Generalitat Valenciana and directed by the researcher Ana López-Navajas, whose objective is to contribute decisively to the inclusion of women protagonists of history and culture and their legacy in the contents educational. Based on cross-border regional cooperation and funded by the program Erasmus+, under the KA201 modality of strategic partnerships for development and innovation, aims to respond to a common European need to correct the androcentric vision of the culture transmitted in education, through the recognition of the contributions culture of women and their inclusion in the place that corresponds to them in the materials educational. In this way, its social value and its role as the protagonist of culture and society are restored. history. With the accessible and free publication of the intellectual products produced in The framework of the project will facilitate the transmission in the classroom of a complete and truly universal culture, which recovers the European cultural heritage and helps the eradication of gender inequalities from the base.

In line with the work on perpetrators of mass violence and their cultural representations, the object of this research project consists in analyzing the narrative and iconographic representation of emblematic sites of mass violence, as well as the resignification of these sites through memory politics, historical pedagogy, judicial trials and Human Rights culture. The research line of this project focuses on a comparative perspective on seven sites of perpetration located in four substantially different areas and contexts: Spain, Germany, Cambodia, and Latin America’s Southern Cone. This comparative perspective allows us to study the role played by microspaces, the material artifacts, the museum’s layout and narrative (audioguides), the peripheral rooms and activities, the literary production (memoirs and testimonies, as well as the imaginary evocations, such as novels, poems, and so forth) and the iconography and its migration through the iconosphere, both synchronically (that is, between the media) and diachronically (that is, over time), stressing the moments of change.

The objectives of this project are: 1) Create and validate two online software for the development and evaluation of intonation skills, the first for singing voice (Cantus) and the second for continuous or variable intonation instruments (Plectrum). The instruments addressed with the program are brass (trumpet, horn and trombone) and string (viola, violin and cello), taking into account the adequacy of the evaluated prototype to the gender differences identified in the research literature (genres female and male models of exercises or vocal samples, interface design, learning process model -more relational) and non-sexist language 2) Generate pedagogical knowledge regarding intonation teaching-learning processes in music education institutions, facilitating teaching work in the training and evaluation of this ability.

This project evaluates the impact that public art in university contexts through different types of artistic interventions, installations, performances... have on raising the awareness of the educational community (teaching and research staff and students) regarding gender equality and sexual diversity.

The Educational Equality Observatory in the town of Manises is a permanent study initiative based on the collection and analysis of educational indicators, as well as its dissemination and disclosure to put it at the service of citizens and the people responsible for educational institutions and municipal policies. The team of the Universitat de València is formed by the coordination in charge of professor Alícia Villar Aguilés and professor Francesc J. Hernàndez y Dobon and with the participation of professors José Beltrán, Daniel Gabaldón, Sandra Obiol and Ignacio Martínez. In addition, there is a Sociology graduate, Vera Massaguer, as an Observatory technician. The Observatory carries out the analysis of the information collected from educational indicators, the drafting of the reports that are derived and also promotes training and dissemination actions on the topics and issues of interest studied. It is an initiative that began in 2017.