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Inequalities derived from sexual difference have little presence in the training of educators and educators. In the contexts of university formation, it is noted that the creation of equality units and women's and gender studies centers have been positive actions, but they have not completely eliminated the gap between discourses and practices. It becomes clear that both what is done and what is not done, universities can contribute to reproduce a culture opposed to social justice. In these pages it is argued that those who undertake their walk through education must necessarily live formative processes that show the truth of the data, visible points of the iceberg that must be learned to look at feeling; to deepen the critical understanding of local and global realities by learning to unveil the hidden gender curriculum that silences experiences of inequality and denial of rights; that promote the learning to devise and to live transforming educational actions that untie the knots of the genre and that they promote the applied ethical ethics that say no to the situations of inequity. Education is not only occupying a space, but as a law also refers to being recognized and valued person in it. However, the data show that education is not fully lived by girls.

University, Higher education, Teacher, Ethics, Gender discrimination.

Carrillo, I. (2017). Los nudos del género. Apuntes para la formación ética de educadoras y educadores. [The knotty question of gender. Notes for the ethical formation of educators]. Revista Internacional de Educación para la Justicia Social, 6(2), 29-48.
https://doi.org/10.15366/riejs2017.6.2.002