La transversalización de la perspectiva de género en educación superior frente a estrategias de plazas comunitarias en Cd. Victoria, Tamaulipas.

Abstract

This article aims to analyze the mainstreaming of the gender perspective in Higher Education Institutions (HEIs) through a descriptive–analytical documentary review, complemented by reflective elements derived from professional practice in community contexts. It examines the main conceptual, normative, and operational approaches that support the integration of gender perspective within the university setting, as well as the progress, resistances, and challenges faced by institutions in its effective implementation. The methodology was based on the review of academic literature, institutional documents, and national and international regulatory frameworks, organized through content analysis into thematic categories. Additionally, experiences from community-based interventions carried out in community learning centers affiliated with the Instituto Tamaulipeco de Educación para los Adultos were incorporated, aiming to link theoretical analysis with educational trajectories. The results show that, despite significant progress in the institutionalization of gender policies, cultural resistances, structural limitations, and implementation gaps persist. The discussion highlights that gender inequality does not originate in higher education but is rooted in structural processes shaped in earlier educational stages. It is concluded that the mainstreaming of gender perspective requires comprehensive strategies that articulate university-level actions with community-based interventions in order to achieve substantive equality