A inserção de mulheres no estágio curricular obrigatório do Curso Técnico Subsequente em Eletroeletrônica: um estudo com egressas de um Instituto Federal

Abstract

Currently, Federal Institutes (IFs) stand out as institutions of Professional and Technological Education (EPT) that aim for the comprehensive development of all students, thereby combating gender inequalities. In this perspective, the present research had the main objective of analyzing the insertion of women into the mandatory curricular internship of the subsequent technical course in Electromechanics at the Federal Institute of Education, Science and Technology of Pernambuco (IFPE) - Garanhuns campus, from the perspective of the graduates. Theoretical frameworks included authors who study gender by linking it to social power relations established within education and work, such as Scott (1989), Severo (2020), Schiebinger (2001), Louro (2002), and Kovaleski et al . (2013), as well as authors who discuss the fundamentals and principles of EPT and IFs, such as Pacheco (2012, 2015, 2020), Ramos (2014), and Frigotto (2018). The study, qualitative in nature, was conducted in two stages. In the first, our data collection technique was a semi-open questionnaire, involving seven women graduates of the course; in the second, which included three participants from the first stage, semi-structured interviews were conducted. Data analysis was performed using the Technique of Thematic Categorical Content Analysis. The research results showed that, for the participants, gender is a determining factor in the insertion of female students into the mandatory internship, as well as acting as a limiting element for their entry into the workforce in the area. Based on these findings, we developed an Educational Product (PE), the podcast series “Is This a Woman’s Thing?”. The Educational Product was evaluated by research participants and by coordinators from three sectors at IFPE - Garanhuns campus. The evaluations demonstrated that the product fulfills its initial objective and can also help students and interns identify situations involving gender inequalities. This work, in addition to contributing to the production of knowledge about gender inequalities within IFs and developing an Educational Product that supports addressing these inequalities, may also provide subsidies for the development of public and institutional educational policies aimed at building a more just and equal society