In this article we discuss the progress of gender policies in Chile from proposals for STEM areas and their impact on greater social justice in the construction of knowledge developed by women. The analysis is carried out from a philosophical perspective that addresses the concept of justice in conditions that guarantee egalitarian educational trajectories. In the first section, we examine some public policies on gender and STEM that have been implemented in Chile from ministerial proposals. In a second section we analyze these proposals from a philosophical perspective, addressing the various dimensions of "epistemic injustice" (Fricker, 2017), distinguishing the main barriers. In a third section from the approach of the category "inter" we propose conditions of gender equality from critical theories, such as the epistemology of ignorance. We conclude with reflections for a greater epistemic justice in the construction of knowledge.