Author(s)

Ma. del Refugio Navarro Hernández, Prisca Icela Romo González, Salvador Vázquez Sánchez

Estudios de Género, Universidad Autónoma de Nayarit Tepic, Tepic, México.
Maestría en Educación, Universidad Autónoma de Nayarit Tepic, Tepic, México.
Secretaría de Docencia, Universidad Autónoma de Nayarit Tepic, Tepic, México.

The school is a foundational instance in the constructionism of gender, because of the rationale of its purposes and the framing of its semantic intentions in organizing awareness of individuals as persons and in their participation as citizens. However, once the school has determined its interventions, it is left unchecked on the implicit or invisible contents which are structurally incorporated in the person, and without this basis, the contributions to the official curriculum would be practically null. This work addresses an integrative epistemology in both official and hidden curricula, and their impact on society. The receptors and learners become partners of the constructs that provide identity or non-identity through symbolic formations of a real culture which is internalized and exercised in everyday life. The gender aftermath of the hidden curriculum from the school curriculum contents are very important in designing the sense of living of the individuals and, in this sense, the school becomes a code of co-participatory citizenship builder. The patterns of education support the basis, out of which are built definitions of the individual identity and of the collectivity, meaning both teachers and learners, managers and actors of the differences of gender.

Hidden; Curriculum; Gender; Learners and Identities; Equity; Citizenship

Hernández, M. , González, P. and Sánchez, S. (2013) Gender and Constructs from the Hidden Curriculum. Creative Education, 4, 89-92. doi: 10.4236/ce.2013.412A2013.