Semeando estratégias de enfrentamento a opressão de gênero nas escolas de engenharia


Throughout elementary, secondary and high school, girls are encouraged to choose courses and seek knowledge in areas that are socially designated as functions of women, expressing a gender bias in their early education and strengthening the representation of different upbringing for different sexes. Breaking these initial barriers, young women who enter in higher education in Engineering still face other obstacles, from questioning their intellectual capacity to harassment in relation to their body and to beauty standards established. Realizing that engineering is still a field of knowledge with eminent male dominance, this article aims to present the strategies adopted for insertion of the theme "women in engineering", at the Universidade Federal de Goiás. The results point to the importance of institutionalized actions. The methodology was based in an empirical research adopting practices of popular education applied to the engineering schooling and analysis of the experience of education-learning ex-post. The strategies were based on classes, seminars, site visit and collective deliberation. The results pointed out to the importance of institutionalized actions in engineering courses, once the students presented their yearnings and perspectives about gender oppression. The conclusions indicate that a growth in debates at academic institutions is needed, and point out the importance of playful and interactive strategies in education.



Mulheres, Engenharias, UFG, Igualdade de gênero, Educação, Women, Gender equality, Education, Engineering, UFG


HORA, Karla Emmanuela Ribeiro; REZENDE, Jackeline Jennifer Esteva; KOPP, Katia Alcione; MASCARENHA, Márcia Maria dos Anjos; CASTRO, Rosângela Nunes Almeida de. Semeando estratégias de enfrentamento a opressão de gênero nas escolas de engenharia. Revista Eletrônica de Engenharia Civil, Goiânia, v. 15, n. 1, p. 208-220, jan./jun. 2019. Disponível em: