A representatividade feminina na gestão do Instituto Federal de Educação, Ciência e Tecnologia Farroupilha

Abstract

This dissertation, developed within the Graduate Program in Professional and Technological Education, under the research line “Organization and Memories of Pedagogical Spaces in Professional and Technological Education,” examines female representation in the administration of the Federal Institute of Farroupilha, considering the gender relations that permeate institutional spaces and influence women’s access, retention, and recognition of women in leadership positions. The general objective of the research was to analyze the configuration of female participation in institutional management, identifying challenges, advances, and possibilities for promoting gender equity, with specific objectives to map the gender composition of management positions from 2012 to 2025, examine institutional policies related to gender equality, identify the main challenges faced by female managers, and propose strategies to strengthen female representation. This is justified by the social and academic relevance of the topic, especially in the context of EPT, where historically constructed inequalities are still observed, even in institutions committed to principles of inclusion and social justice. The methodology adopted a qualitative-quantitative analytical approach, combining the collection and analysis of institutional data, a documentary analysis of institutional regulations and policies, as well as the administration of a questionnaire to female employees, whose narratives were examined through content analysis. The narratives revealed challenges related to work overload, the gendered division of labor, and the persistence of practices associated with structural sexism. It was found that, although institutional initiatives aimed at equity exist, they still have limitations regarding their effectiveness. As a contribution, the study enabled the systematization of strategies aimed at strengthening female representation, as well as the development of an educational resource in the form of a booklet, with a view to raising awareness and providing institutional training. Thus, the research contributes to deepening discussions on gender and management in EPT, offering insights for the development of more inclusive and equitable institutional practices.