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This paper presents the work done in a Research Development scholarship awared at UNLPam to a member of the research project "Student's autonomy based on alternative materials". Three didactic units were created to teach the contents prescribed by the Ministry of Education of La Pampa in relation to the grammar taught in third year state High School: present simple and present continuous, simple past and past continuous. Comprehensive Sexual Education was used to teach the lexicon of the language. Apart from the contents proposed in the Curricula, categories such as gender, naturalization, trivialization and stereotype were considered in the topics of different text types such as narrations and descriptions. First, textbooks used in High School were critically analysed and alternative didactic materials were designed taking into account the contents prescribed in the curricula and the experiential culture of the students. Working following this approach allows students to acquire the abilities of the language through tools that allowed to interpellate hegemonic discourses and build relevant knowledge for critical citizenship and to critically reflect upon teaching practices. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]