摘要：Have Pedagogy Studies addressed the concerns of Gender and Education? If so, how? What are the outcomes? At the turn of the twentieth century, both gender and educational values were questioned and revised. The consequences of those reflections and of the battles fought to improve conditions are beginning to be felt a hundred years later. This paper will first include an overview of the situation of women in education worldwide. Second, it will focus on the transformational pedagogical approaches that are gradually making their way into mainstream educational systems and are underpinned by the principles of democracy, dialogue, carnival, experimentation and (socio)construction, on the one hand, and by neuroscience and psychology on the other, in as much as these approaches challenge discrimination and favour bridge building, not only across genders, but also across ethnicities and social classes.
