Abstract
In this paper, we take syllabus and the required bibliography from a higher education curriculum as our corpus of discourse data. We aim to contribute to the discussion about asymmetries of gender in the divulgation of scientific knowledge. Our approach falls within the scope of critical discourse studies of institutionalized daily practices, which are naturalized and reassure social inequality in the academic field. We base our theoretical-methodological proposal on the concepts of androcentrism, depatriarchization, gender equality, and Latin American thought. Because of the situated genre concept, we apply analytical categories of lexicon, interdiscursivity, and intertextuality. Our analysis indicates forms of men authorship primacy and underrepresentation of women, besides subordination of the academic gender to the bureaucratic.
Keywords:
Androcentrism; Latin American Thought; Critical Discourse Studies