Diagnosis of the hidden gender curriculum in a primary school in Ciudad Juarez

Abstract

This paper presents the diagnosis of an ongoing action-research project. The exercise was carried out in a primary school, examining the hidden curriculum and gender issues by means of the photovoice technique. Photovoice allowed children to capture images of everyday situations that reflect gender inequalities in their school environment. Through this methodology, students from a second-grade group documented and discussed instances of inequality that often go unnoticed, revealing aspects of the hidden curriculum that perpetuate gender stereotypes and roles. The photographs taken by the children included scenes from recess, classroom activities, and interaction dynamics with teaching staff, showing how certain practices and behaviors reinforce gender inequality. These images served as a starting point for collective reflections and group discussions, where students shared their experiences and perceptions about gender injustices. The analysis of the photos and discussions revealed aspects of the hidden curriculum promoted in the elementary school, and these aspects are related to the existence of gender stereotypes, the use of school spaces and gender-related violence.