Abstract

In the Italian education system, the attention to the gender perspective is very limited: few elements related to it are found in the Indicazioni nazionali, in teachers’ training and updating and in textbooks. Despite this, social needs and the advancement of studies require an approach that includes and values gender differences. The aim of this article is to propose a reflection on the effects of using the category of gender in education and to suggest possible paths of women’s and gender history in primary school.

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