GÊNERO E FORMAÇÃO NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Abstract

This study aims to examine the life narratives of women residing in the municipality of Itapuranga, Goiás, who graduated from technical programs at the Federal Institute of Goiás (IF Goiano) – Ceres Campus. It seeks to understand how these women perceive the impact of professional and technological education on their lives, with particular emphasis on the challenges encountered during their educational trajectories, as well as their personal and professional expectations and achievements resulting from this training. Methodologically, in addition to a comprehensive literature review—essential for mapping previous research on the topic—the study was developed in three phases: a document analysis to gather contextual data on the integrated technical programs offered by IF Goiano – Ceres Campus between 2010 and 2020; a survey to identify potential participants and their socioeconomic profiles; and, finally, a narrative interview conducted with one of the female graduates, focusing on qualitative analysis. The research corpus was composed of data collected throughout the study and analyzed using content analysis methodology. The findings reveal a range of structural and social barriers faced by women in both academic environments and the labor market, which persist as significant challenges. These issues underscore the vulnerability of women to discriminatory and exclusionary practices. Student-led associations—mostly initiated by female university students—offer a degree of support and solidarity. However, the study argues that institutional actors must also take responsibility by implementing policies and actions to combat gender-based discrimination and violence. Such initiatives would not only foster broader social awareness but also contribute to creating more equitable, inclusive, and supportive educational environments that empower women to pursue and complete their studies successfully.