Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The article explores the importance of considering “gender regimes” as strategic enclaves in the processes of mainstreaming comprehensive sex education policies in high school. The analysis is based on a diverse set of empirical data constructed in an ethnographic investigation carried out between 2017 and 2018 in a high school in Gran La Plata, Argentina. From the description of a gender regime called "virile" and within the framework of an institutional culture characterized as "normative", the paper reveals some limitations of a way of mainstreaming comprehensive sex education that here is called “curricular” and it offers some clues to consider in which ways an approach that considers the totality of institutional dynamics in their pedagogical dimension could enhance the scope of a policy aimed at combating gender inequalities.

The Covid-19 pandemic impacted the daily lives of higher education teachers differently. Through a survey of 140 professors from different universities in Mexico, it is observed that teaching work broke into their homes abruptly and without antecedents, which implied important modifications in the arrangement of times and spaces to comply with the academic, domestic and care tasks. Women reported greater complications to reconcile their daily activities, compared to men, which created more conflicts and negative consequences for their psycho-emotional and physical health.

This article reflects the work carried out in 2020 in the context of undergraduate psychology thesis, research that aimed to understand Non-Sexist Education (ENS) experiences of teachers of the Faculty of Social Sciences of the University of Chile, both through analysis of their understandings of the phenomenon, as well as of the identification of strategies for its implementation. Based on an intersectional feminist position, a qualitative methodology is used to analyze the story of five teachers interviewed in the context of this investigation. In light of the feminist pedagogies postulates, with special emphasis on their approaches to difference, authority and experience, the results of the research point towards an understanding of ENS as a dialogical and horizontal pedagogy, while the practical strategies identified are observed at four levels: institutional, curricular, educational, and relational. The foregoing makes it possible to emphasize the understanding and implementation of ENS as a continuous process, as an always unfinished challenge and a horizon to point towards; hence the importance of collectivizing this process, so that dialogue facilitates overcoming obstacles and still pending challenges.

In this paper we propose to address the problem of the traditional use of the masculine as 'unmarked' gender in Argentina, in relation to the urgent need to make visible those identities that self-perceive themselves sexually as non-binary, and that have the right to be recognized and named as such. For this purpose, we will put in dialogue hegemonic discourses, among which stands out that of the Real Academia Española [Royal Spanish Academy] (an institution that has openly and on more than one occasion pronounced itself against the use of inclusive language) with the theorizations of different authors who argue in favor of it and the importance of embracing a paradigm shift that leads us to position ourselves in a more inclusive way in the face of a reality in which we live with dissident identities that are outside the male/female binomial. Finally, we will propose a reflection on the importance of thinking about the transmission of knowledge in the educational field in our country, considering how crucial it is to be able to include in our speeches all those we address.

This article discusses the characteristics of gender culture that prevails in higher education institutions in the city of Chihuahua, Mexico, from the perspective of teachers. The methodology to achieve the purpose included documentary and field research, with qualitative techniques, namely: interviews with the personnel responsible for coordinating professional careers and an opinion poll of teachers. Both consultations discussed class dynamics, academic performance, limitations, and challenges, as well as the job prospect of students in careers considered female and male. Results show that there is gender equity concerning the number of students enrolled in higher educations. And also it is important to stress out that teachers and career coordinators state that when students determine which profession they are going to study, sociocultural gender stereotypes, which limit women development, prevail.

The role of the binarist cis-heteropatriarchal system within education and child upbringing results in identitary submission, including the infants integrity and its growth. As of queer theory, in this work, we expose the way that infantilization and educastration aid to domination and control of the desires and the free behavior of the infancy. Mainly evaluating the interference of the family and the education in the infancy training. Lastly, we conclude that through an inhabit as well as a thoughtful process and a queer dissent the infancy, the mothers, the fathers and the mentors such as educators can move towards a queer pedagogy.