Legal education with a gender perspective: Reflections on strategies and didactics from the reading of the state of the art and classroom experiences

The incorporation of the gender approach in legal education has been valued as a necessity for the advancement towards the guarantee of the rights of women, girls and people with non-hegemonic sexual orientation and gender identities. This text exposes the research results that questions the obstacles and progress of incorporating the gender approach in the teaching of law from the assessment of the background status and perception of some participants in the training process, from a qualitative approach. The discussion is based on the hypothesis that the legal theory, which guides training in Law, has not assumed the feminist criticism of law, which determines the insufficiency of having specific courses that incorporate topics and problems linked to the relationship between gender and law; it is necessary to advance in the transversal inclusion of the approach in all areas of disciplinary training and in dialogue with other disciplines. As a result, some elements are proposed that can be incorporated in different training areas in a context in which university classrooms are still non-equal spaces.