Challenges and disputes in the incorporation of the gender approach along two decades in educational policies in Peru

Abstract

The present study analyzes the advances and disputes of the incorporation of the gender approach in Peruvian educational policy in the last two decades (2002-2022). The findings show the existence of diverse discourses at different times. The first moment (2002-2014) is characterized by the development of regulations in favor of gender equality and an explicit discourse for it, but without implementing articulated actions and without the political will of senior officials and actors of the sector. In 2015, with the development of the new curriculum, a second moment is observed, in which there is a discourse in favor of an educational policy that positions gender equality, especially in senior management, and a set of actions are promoted to implement this approach (2015-2022). At present, conservative groups are emerging against this approach, which leads to a dismantling of the gender equality educational policy.