It is necessary to design and apply pedagogic interventions seeking the reflection and questioning by students about their gender identities, so that they come closer to review how this variable has a bearing on their lives and society in general. In the following investigation report I evaluate the impact of an intervention to generate such a reflection among 11th form students of a governmental school in concession from Bogotá, Colombia. I answer the question of how students see the incidence of gender inequity in their lives before and after the discussion in collaboration based on readings and writing texts in which, what has been read and discussed, is related to personal experience. 32 students (16 female students and 16 male students) between 15 and 19 years old took part in this research. I analyzed information coming from focal groups, semi-structured individual interviews, recording of collaborative learning sessions and written texts produced by students. Results show how students gradually achieve, aided by different strategies and teacher's intervention, a deep reflection on gender inequity starting from connections between several topics discussed and their experience. The information coming from this research can be useful to design and apply pedagogic interventions seeking a critical reflection around the gender and other social problems, within school environments.