ABSTRACT
In 1996, the Bolivian government issued a legal document declaring that all schools segregated by sex should become coeducational. This action provoked irate protests from both students and teachers who defended the “tradition” of boys’ schools, while directors argued that they did not have any girls’ bathrooms. In the Subsecretaría de Asuntos de Genero's (SAG) experience, the development of a work team and its placement in the SAG organizational structure has been fundamental, because it allowed them to negotiate the proposed measures in better conditions with the sector. The gender gaps described demonstrate the need to develop policies and strategies oriented toward broadening women’s education, especially for indigenous girls, and eliminating gender discrimination in terms of access and retention, fundamentally affecting the quality of education. The intention was to assume gender equity as a focus directly related to the criteria of innovation of pedagogical practice.
