Abstract

The purpose of this research was to analyze stereotypes related to gender and nationality of students stated in the speech of school teachers from the Metropolitan Region. For this interpretative qualitative research, 16 teachers were considered, who answered a semi-structured interview, that was analyzed through qualitative content analysis. The main results show the existence of positive and negative gender stereotypes toward students, referred to participation, responsibility, behavior, capabilities, and learning skills. The conclusions show that teachers' speech reproduces a hierarchy of the gender identity attribute, and that it is influenced by the hegemonic construction of what historically and socially has been set as feminine and masculine. This research contributes to promote a critical analysis, where people reflect on their practice and speech in order to avoid discrimination and reproduction of biases that affect learning opportunities.