Abstract:

Gender Mainstreaming, has been adopted internationally as a strategy towards the achievement of gender equality; the strategy for the promotion of equal opportunities between women and men in institutions and organizations. Gender Mainstreaming seeks (re) organization / improvement, development and evaluation of processes through public policies, so that a gender equality perspective is incorporated in all areas and at all stages.

In the case of education, transversal themes are known as topics that are considered key in the formation of people, with the aim of impacting the quality of life in society by contributing to the integral formation of citizens. These are themes that can be included in the educational curriculum, but because of their importance, it is desirable to work together with other groups and social institutions that provide socialization. The transversal themes seek to develop the ethical-moral dimension, education in people's attitudes and values, and thus support social development in turn. There is no single list of these topics, but they deal with topics such as justice, respect, education for peace, health education, equality education/gender, sexual education, tolerance, cooperation.

The transversal term in the educational field refers to the location that is intended to occupy within the curriculum and the study programs determined contents considered as socially relevant. These contents are conceived as axes that cross the curriculum longitudinally and horizontally, in such a way that the content corresponding to the different subjects is articulated around them.

The gender mainstreaming in the school environment, seeks to integrate throughout an educational curriculum, in its different stages not specific as a single subject or a school cycle, but along the educational line to meet its goal and so that the students assume these values not as a specific thematic knowledge but showing attitudes and decision making according to gender equity.
In Mexico, there are some educational programs that incorporate the gender transversal themes, but the reality is that people enter the postgraduate level with their cultural history, their values, their behaviors and, in the educational curriculum does not incorporate the theme of equity Gender as it is considered that the students should already have an ethical-moral education, education in social equity attitudes, therefore instruction is exclusively relative to training in the professional and research.

Therefore, the objective of the present research carried out during 2015-2016 was to review the scope of incorporation of gender mainstreaming at the postgraduate level, for which a case study was carried out in particular: the Master of Science in Science Methodology, from the Center for Economic, Administrative and Social Research of the National Polytechnic Institute (Mexico). Here we present the main results of a qualitative and quantitative study of this experience.

Keywords:

Gender mainstreaming, transversal themes, curriculum, education, postgraduate.