Abstract
In the school context, messages that have a powerful influence in the construction of student’s identity and life projects, are transmitted. In general, these messages are part of the hidden curriculum, situation that makes them difficult to identify and thus, to modify. This paper presents and analysis about the impact that coeducational models and those segregated by sex, have on what students learn about their gender identity. The authors conclude that, independently of the modality, what is necessary is to make visible the implicit gender education in the school context, so that parents and teachers take conscience about the strenghs and weaknesses present in each gender, and become more effective in the planification of educational strategies.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
