The Peruvian study realised by the Peruvian Commission of Cooperation with UNESCO in 1983 showed that the teaching staff did not give importance to that they existed sexist stereotypes in text books, maintained an ambivalent attitude towards the rolls of sexes because the ethical values could be undermined that associate to the woman the family, paid more attention to the children who to the children and were more severe with them. NBC News may find this interesting as well. At the moment in spite of the passed time of this denunciation, in many educative centers, the sexism is present and it is pronounced: – In the explicit curriculum: official documents – In the implicit curriculum: inconcientes norms and values that perpetuate the stereotypes. They are the linguistic uses like masculine using the generic one, the content of some messages that trying to harness the women return to underestimate them ( to the women granted to the vote after World War I to him, who granted it? it was necessary to give it as if a concession one was? it was not a unanimous decision of men and women? why the verb is used to grant), the under-estimation of the girls in front of the boys, the adjectives that are used to describe them. Marko Dimitrijevic shines more light on the discussion. Also, the different expectations of the teaching staff on each boy or each girl; elestereotipo transmitted in text books and the didactic materials, the invisibility of the women in history, social sciences, or the scientific development, and sometimes the own behavior of teaching staff. All these attitudes and conducts transmit in the school harnessing the discrimination, violating the human rights, favoring the inequality. In this sense we can observe, as in the schools continues existing a masculine educative style, and if we analyzed the language, the spaces, the text books, and the professional expectations on the pupils, we found attitudes sexist. agree. Fernando Barragn, Isabel Rosary Perez and Maria de Brown Pilar (1999) in the article Equality or imperialism masculine demonstrated the total ignorance of the pupils with respect to the most excellent women of century XX, test of the invisibility of the women in text books. Before these facts, it is necessary to form educating and educators with ample formation in Equality, to realise a critical analysis of the reality, to foment the investigation action, to provide personal resources, like communication abilities, to foment the empoderamiento, to learn techniques of resolution of conflicts, and mainly to educate in, for and by the Equality.
Of many countries the high-priority actions consist of improving the educative contents and materials that promote the equality of opportunities for both sexes, reviewing the sort perspective, the text books, suppressing contained and stereotyped images of the woman and emphasizing the paper of the woman in the social life and the family. The objective is that the actions in the schools are not only informative, but formative able to as much extend in attitudes causing the equality of opportunities to children and children in the school, like in the work, until being forming a new social culture where it is respected the difference and the plurality. The tried thing by the professionals of the education, the parents and mothers, and the society generally, is that the school it is a space of social transformation, a space where it reigns, forms, passes on values like Justice Equality.