Abstract
This article proposes a discussion about the aspects of the curriculum and their possible effects on the learning process based on gender issues. Therefore, the central issue of curriculum analysis and its effects on the learning process requires some questions regarding the structuring of the curriculum and the social changes in this path. The school contributes to this process by mirroring its social relationships in experiences, by privileging some and making others invisible. So, it is through a theoretical and structural reflection that we seek to contribute to a possible practical reflection in the educational field. Thus, this research is about Curriculum Studies and Gender Studies. The research methodology is characterized as qualitative, exploratory and bibliographical. As for the challenges to problematize gender issues in the teaching-learning process, it is concluded that it is necessary to re-signify the school curriculum and teaching practices so that it is possible to deconstruct the barriers characterized by the gender factor.
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