Every day, people enunciate words, sentences, speeches, in sum, expressions-acts burdened with genre inequity; this raises the question: what role plays academic training in the educational context when relating it with this inequity acts? The objective for this is to put into perspective the analysis of three theories: the perception phenomenology, in order to review the act awareness; the feminist, to elucidate the gender as situation, based on Scott´s contributions; and the experience frames, in order to reflect about the implications of the gendered subjectivity act when academic processes are managed. The analysis is proposed to question the personal-micro process and social-macro of the gendered subjectivity act, in which those who are called to get involved are immersed in gender situations, being able to be answered consciously or not. It is concluded that the fact of focusing the analysis on these three theories, is generating possibilities in the academic processes of teaching-learning by and for gender equity