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Professionalism and female identity is the double present condition when dealing with gender as the subject of study and work in the classroom. From this place, we present some reflections on our practice based on a series of pedagogic experiences done at secondary school level. In the work projects, the inclusion of gender presented a series of challenges: * putting forward a series of questions that try to discover the sense and order of the subjects - male and female - in our socio-historic representations; * confronting two paradoxical implications that go through generic relationships in the school place : the classroom as a semi-domestic and semi-public place added to the difficulty of assuming a conscience of gender in our professional practice; * opting for a critical pedagogic perspective and a non instrumental pedagogy; * finally, integrating controversial contents from different school subjects. In concrete experience, analysis of gender questions history, literature and educational sciences to enrich our perspective and it helps us see the meanings of gender relationships in the school performance. [ABSTRACT FROM AUTHOR]