EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA E A EMANCIPAÇÃO DE MULHERES EM TRIPLA JORNADA

Abstract

This article analyzes, from a critical-emancipatory perspective, how Vocational and Technological Education (VTE) can support student retention and enhance the autonomy of women experiencing a triple workload, without reducing structural inequalities to individual difficulties. The research problem is to understand how VTE contributes to the retention of women who reconcile paid work, domestic and family responsibilities, and academic demands, without reproducing gender inequalities. This is a qualitative, bibliographic and documentary study, grounded in literature on work and education, gender, and student retention, in dialogue with Brazilian educational frameworks and with an exploratory consultation of the Nilo Peçanha Platform. The results indicate that student retention cannot be explained solely by individual merit, as it is conditioned by factors such as time poverty, work overload, and institutional limitations. The study concludes that the emancipatory potential of VTE depends on the articulation between integral education, educational equity, material support, and recognition of social inequalities.