Abstract:

Adoption of gender-neutral educational and school policies or enhancement of feminine peculiarities?

The theory of socialization and sexual difference represent important moments in the debate that has been developing since the eighties of the twentieth century, aimed at removing obstacles and stereotypes that prevented women from achieving the highest levels of education and professional achievement, heralds enormous benefits and progress for the whole of society.

Ensuring equal opportunities for girls and boys at school in the delicate phase of identity formation through the implementation of targeted interventions undoubtedly raises important questions about the the patterns of behaviour to be implemented, the educational action of teachers, the forms of learning to be practiced and the type of support that education systems must offer.

Derrida's deconstructionist perspective opens up interesting points of reflection and suggests possible ways to get rid of conjectures and gender stereotypes that prevent the development of the potential of individuals and the flowering of talents.

Becoming oneself is a process in continuous evolution that takes place through the exchange with other subjects, questioning one's own certainties and deconstructing social contexts and crystallized and homologating spaces.

The school is an irreplaceable place for the development of children's identity, however in most cases, its educational commitment is exhausted in the preparation of human resources that can be spent in the labour market.

Identity issues, on the other hand, play a decisive role in the structuring of life paths and career choices for the future. Guiding young people to deconstruct the idea of a gender role through the continuous negotiation of boundaries, involves constant and transdisciplinary training in critical evaluation and, as any effective intentional educational action, it produces change.

The school has a strong influence on the model of society that young people will create. The failure to deconstruct gender roles risks repeating the distortions of the present, penalizing the free expression of female talents and potential.

The aim of this study is to identify, through a re-reading of Derrida's thinking, possible intervention strategies to be implemented in educational institutions to promote female empowerment and prevent women from backing down in professional and personal life.

Keywords:

Gender Equality, Education, Deconstructionism, Stereotypes.