Gender and curriculum trouble. Reflections on university practices and knowledge

This article reflects on three axes: the first refers to the university curriculum as a gender artifact (SILVA, 1998) or gender technology (DE LAURETIS, 2000). From the analysis of programs corresponding to History career of the Universidad Nacional de La Plata (UNLP), we show how the contents related to gender and women, in the compulsory subjects of the degree, began to become more visible in 2016 (ROCHA, 2019). However, although these contents find where to "filter", we note that this occurs in optional curricular spaces, systematically from 2005. The second axe focus on what we call curriculum trouble from the analysis of certain percentages, for certain minimums, which refer to women as authors of the bibliography that is read in the early years of the careers of the Faculty of Humanities and Educational Sciences (UNLP). In order to do this, we develop an exploratory analysis of introductory subjects of the Philosophy degree that show the dialectic presence/absence of women in the programs. Third and final, we resume contributions from feminist epistemologies to problematize the ways in which contents related to gender and feminisms are included and taught at the University.