Género y ciudadanía en el discurso escolar formal

traditionally, in the latin american formal education, the curricular discourses, referred to citizenship and gender categories, have been conceived and executed under the influence of a standardized conception about the social. this is the result of modernity and its influx on the making of state-nations, an age modeling all socio-cultural processes in basic education, which has been conceived as the appropriate space to realize the ultimate end of instrumental reason. this matter has come to mechanize and dehumanize the knowledge and social practices, thus being mediated and legitimated by standard discourse of daily living, expressed through the no differentiation of human beings, from the generic viewpoint, and the trend to keep them not recognized. all this is a part of an inward process of the dominant culture. these reasons and reflections belong to a wider research, made from the hermeneutic perspective, whose aim is to penetrate the complex web of formal-institutional matter, whereas looking for the meaning of scholar discourses, and beside other readings to interpret the keys to permitting the conjugation of new postulates in order a citizenship and an autonomous and active gender conception, in accordance to new historic, social and cultural grounds of this century, discarding any intent to standardize.