A society that aspires to improve the quality of education must focus on all the factors surrounding the school dynamics, being one of these, the gender approach. The article addresses the topic from the guidelines delivered by the Ministry of Education of Chile, making a revision from the legal regulations, curriculum standards and the implemented actions which guide the educational work. The findings indicate that there is disagreement between the official speech and the implementation of the normative in educational establishments, as well as flaws in the selection of contents and its concretion in the classroom are detected.