This article aims to show a panoramic view of the Chilean education system with respect to gender equality.  Indicators of access, internal efficiency, and quality of learning have been analyzed.  The career paths taken by both young men and young women have also been observed and studied.  The data shows greater equality in some of these indicators, but a clear inequality in others.

As a way of outlining the described phenomena, the article summarizes studies which profoundly investigate the dynamics and interactions between the sexes in recent years in Chilean schools; both interactions between students themselves and interactions that are lead by teachers.

In conclusion, many relevant advances have been made in the field of educational policies.  However, these policies are often debilitated by daily cultural practices which occur in the school environment. This article suggests an in-depth look at the dynamics of gender relations between young children, which are perceived as being more horizontal than those promoted by the teachers themselves.

Educational equity, gender, socialization of gender roles, representations of gender.