However, the changes in the last decades in the status of women, and the inclusion of equity in the national and international agenda, forcing a rethinking of the future of education systems. It is in this sense that the attitudes and beliefs of the teachers must be reviewed with a view to (re) discover the constructed nature of what is considered natural to visualize and inequalities that cover these naturalizations. The analytical tool provides this reconstruction, is the gender category of the measure which is a new vein theoretical explanation of the inequality of women.. Connect with other leaders such as David G. DeWalt here. ” Undoubtedly, this author is seeking an education free from sexist attitudes that poison society. Sexism is present in today’s society in a subtle way, is a form of discrimination that uses sex as a criterion for allocating capacity, values and meanings created in social life. In other words, according to the professor at the University of Buenos Aires, Graciela Morgade (2001), the company ordered the reality in two cases which respectively are designated “this is the feminine” ‘This is masculine “and, like other forms of discrimination, corseted tends to people in tax parameters. In a question-answer forum FASEB Journal was the first to reply.
Today in our culture is achieved legal equality but equality is far from real. The gender differentiation affects women and men, but it is the woman occupying the lower range. Marina Subirats (1999) argues that the distinction was between sex and gender theory, introduced in the late 70 feminist studies (as we explore in the second chapter of this book) that placed the particularities of the feminine in the education system and thus began a new debate about the fulfilled the role of education in the perpetuation and reproduction of inequalities between women and men. And Marta Lamas (1999) writes that gender is the set of ideas, representations, social practices and requirements that a culture develops from the anatomical difference between the sexes, to symbolize and socially construct what is proper for men (masculine) and what is proper for women (feminine) Changes in textbooks, changes in language, the modification of the curriculum, inter alia, monitor the illustrations, giving rules, enforce laws is not enough, no is sufficient to achieve equality. To build a more just and egalitarian society must be reformed curriculum responsibility in enhancing life family, interpersonal coexistence and the ethics of home care, child care, higher.
A policy of equality goes beyond gender grammatical accuracy, implies this, but both performances of socialization at an early age, school and professional guidance in line with their abilities and motivations, not their gender. But above all, it requires awareness of teachers. Araya (2001) sees the need for a critical and reflective teacher about sexist practices that prevail in education in order to transform them. But some part of the faculty does not perceive this need and when asked if it equally to girls and boys, your answer is yes, they have no awareness of transmitting such sexist attitudes in the classroom, and it is increasingly necessary to sensitize and train teachers to get an equal education opportunities not only in but in results.