For more than three decades, Morocco has been engaged in a major reform program in favour of gender equality. Several legal and institutional reforms have been adopted, and numerous policies to protect and promote women's rights in the socio-economic, political and educational spheres have been implemented. However, it turns out that unequal practices and differentialist representations that hierarchise men's and women's bodies have maintained the status quo. Men's and women's sexual experiences are still asymmetrical, and the female body is still under guardianship. This paper aims to analyze the educational discourse about sexuality in order to understand to what extent the school contributes to the (in)egalitarian building of bodies. This analyze concern textbooks, teacher's practices and reprenstations of adolescents/students. As a result, it seems that the Moroccan school still remains one of the spaces of resistance against gender equality and thus contributes to the (re)production of gender inequalities. [For the full proceedings, see ED652261.]