The Peruvian study conducted by the Peruvian Commission for UNESCO in 1983 showed that teachers did not give importance to gender stereotypes exist in textbooks, maintained ambivalent attitude towards gender roles because they could undermine the ethical values associated with the woman’s family, paying more attention to boys than girls and were more severe with them. Currently, despite the elapsed time of this complaint, in many schools, sexism is present and states: – In the explicit curriculum: official documents – in the implicit curriculum: unconscious values and norms that perpetuate stereotypes. They use language such as using the generic masculine, the contents of some messages that empower women trying to return to underestimate (“women gave him the vote after the First World War,” who gave it? Was necessary to give a concession as if it were? was not a unanimous decision of men and women? why the verb grant?), the underestimation of girls compared to boys, the adjectives used to qualify. Likewise, different expectations of teachers about each child or each girl; elestereotipo broadcast on textbooks and learning materials, the invisibility of women in history, social science, or scientific development, and sometimes the actual behavior teachers. All these attitudes and behaviors are transmitted in the school promoting discrimination, violating human rights, promoting inequality. In this sense we can observe, as in the schools there is still a male educational style, and if we analyze language, space, textbooks, and professional expectations on students, there are about sexist attitudes. Fernando Barragan, Isabel Perez and Maria Rosario Pilar Moreno (1999) in the article “Equal or imperialism male” showed a total ignorance of students about the most important women of the twentieth century, evidence of the invisibility of women in books text.

Given these facts, it is necessary to train educators with extensive training in Equality A critical analysis of reality, encouraging action research, provide personal resources, such as communication skills, promote empowerment, learning conflict resolution techniques, and especially to educate, to and for Equality. In many countries the priority actions are to improve the content and educational materials that promote equal opportunities for both sexes, the gender review, textbooks, removing content and stereotyped images of women and emphasizing the role of women in social life and family. The aim is that the actions in schools are not only informative, but able to transcend training in attitudes promoting equal opportunities for boys and girls in school and at work, to be shaping a new social culture that respects difference and plurality. I tried for education professionals, parents, and society in general, is that school is an area of social transformation a place to prevail, is formed, is transmitted values such as Justice and Equality.