Abstract Education in general is permeated by identity and androcentric prejudices that make it difficult for the school context to be an equitable space for girls and boys belonging to subordinated and excluded minorities. This situation is difficult to overcome due to epistemic and structural injustices anchored in the school environment. This study identifies aspects that influence the reproduction of biases, stereotypes and identities in the school that hinder the implementation of a gender perspective and its impact on the quality of education. Methodologically, participatory action research (PAR) is taken as a reference within the paradigm of critical theory, guided by feminist epistemology and cartography.