The institutionalization of gender discussions in universities: reflections through the curriculum of Psychology graduate courses in the city of São Paulo

Abstract

This article proposes a reflection on the importance of institutionalizing the discussion of gender within universities from a research about the occurrence of the term "gender" in the titles and synopses of the disciplines in the curricular grids of Psychology graduate courses in the city of Sao Paulo. Universities have didactic-scientific autonomy, and supposed to be agents of social development, stimulating the construction of critical-reflective thinking and knowledge. It was found that, even with policies and guidelines that define the inclusion of the gender discussion in the curriculum, the almost absence of disciplines with the term “gender” in their titles or synopses indicates that this debate is not instituted in the Psychology courses in the city of Sao Paulo.