Presentation

One of the most significant spaces about the research and knowledge made from the perspective of gender, must be the educational experience. However, despite the time and space consumed in a variety of forms, throughout specialized publications about this theme, at national and international level, in a great number of investigations produced, the effort has appointed on a quantitative form only, respect to participation levels and/or according to discrimination of men and women along the diverse forms of education, whatever may be: Elementary, Basic, University, Technical or Specialized Education. But other aspects have been realized in a lower degree, as those related to woman participation and her creative and innovative contributions taking part in the construction of educational experiences in formal and informal contexts.

We enhance the importance with regard to deepen the study, on the qualitative analysis, and the critical reflection about themes oriented to the gender and education link, in connection to those proposals and developments of curricular designs and gender equity. Likewise, we consider as a necessity to produce also articles on the critic reflection about the vital experience of women in teaching and the production of knowledge; education, culture and gender relations; childhood, education and gender perspectives; education, gender perspectives and cultural diversity; popular education, participation and gender equity; formal and informal education and hidden curriculum of gender, thus bearing in mind the broad set of internal and external expressions manifested in daily life concerning to thoughts, attitudes, appraisals, meanings and beliefs that are built and can therefore determine the relations and social practices of and between men and women, aspects not examined, necessarily, in the formal academic world and institutions.

Moreover, we think is relevant to underline the importance of divulgating the systematization of experiences developed around the context of learning-teaching processes, related to the co-education, the participation of boys and girls, male and female pupils in Elementary, High school and Higher Education. We stress also the need to relate what we women do and achieve in the educational world, in the processes of social transformation, in the education for living and in the progressive enpowerment at the diverse fields of educational experience.

In this sense, and in the light of cultural signs nowadays, we present innovating visions around the daily experience in the classroom and how, from the first formative years, from the infantile plays and first social meetings occurring in the scholar space, are remarkable the evidences of discriminatory behaviours and the origin of discourses reinforcing such conducts.

The view kept by some of our female authors point out just to the analysis, even the task becomes the recovery of the image of female teacher, professor or miss; said roles being associated doubtless to the femininity context, and such role being itself the object and origin of many contradictions. The need to promote the use and divulgation of an inclusive language within scholarly discourses and in the proper dynamics too, stands as a constant factor along our proposals.

Moreover, in the centre of the problems we cope with and the quests resumed in this issue of the review, is also the participation of the queer pedagogy, just as a part of the openness assumed, and as a necessity of reinvention of academic discourses, beside philosophical and experiential statements, related to experiences coming from popular education and from the practice based on re-thinking our Latin American reality –within political and social fields, and from many other sorts, which claim strongly a re-position of roles (if not a full elimination).

Finally, making up a part of this broad outline, in which we have reviewed, evoked, and vindicated education as expression of practice, as a key for all society, its possibilities and aspirations, we are expressing also the literary discourse as a mirror, even like a catalyst of the most sensible and daily practices of pedagogical work, as well the vocation as a symbol and transforming tool aiming at the being and world.