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The educational system plays a key role in the reproduction of gender inequality, as it transmits sexist norms and stereotypes on a daily basis. Gender-sensitive education seeks to transform educational contents and practices in order to create school environments where the principles of respect, equity and social justice prevail. The objective of this paper is to examine the agroecology curriculum taught at the Universidad Autónoma Chapingo, Mexico. Data was obtained through a survey, content analysis of course syllabi, and in-depth interviews. Results identified an androcentric bias in teaching contents, and gender discrimination in classroom interaction. It is concluded that gender mainstreaming in higher education is essential to counteract sexism and other forms of social inequality. [ABSTRACT FROM AUTHOR]

This is a theoretical-reflective essay that aims to approach the way in which the role of women has been biased by social representations, inherited by generations. In these representations, men are more closely associated with work and professional development, while women are mainly associated with housework and family. One of the epicenters of this problem, in addition to the above, is education. Overall, in Latin America, and specifically in Colombia, social inequalities are very deep and reflect a gender gap, permanently reproduced, which could be traced in terms of colonization and intersectionality. This paper will address three key moments. Firstly, it places women in education; secondly, it observes, from a general point of view, the challenges in terms of gender equity for higher education (HE) from the incorporation of the Information and Communication Technologies (ICT), and finally, it presents an intersectional methodological perspective, which manages to dialogue between the aforementioned moments. It is intended to make a first approach to this concept from the educational perspective as an opportunity that realizes the promise of social inclusion and equity for women in the academy. [ABSTRACT FROM AUTHOR]