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The present study seeks to demonstrate that public policies of gender in education are legally, socially and politically necessary. The methodology used is logic-deductive, with a focus on specialized bibliography for mapping and understanding the theme. In order to do so, it was studied how public policies in education are structured and their relationship with social minorities. Subsequently, the Gender Public Policies in education were specifically incorporated, demonstrating existing initiatives and criticisms. Finally, we advocate the inclusion of gender studies in education as a path to a just and egalitarian society. Several national plans for social development were analyzed. It is argued that it is fully possible, acceptable and desirable to implement an education that aims at the discussion of gender as identity, violence and discrimination, and aiming mainly at transversality of a society concerned with the real problems experienced today: issues of gender, ethnicity, race, class and disabilities.