A caminho da educação: desafios e engajamento das estudantes mulheres do Centro Vocacional Tecnológico – Tecnologias Sociais para Várzea Amazônica

Abstract

The present dissertation analyzed the causes of the low participation of female students in the context of the Technological Vocational Center – Social Technologies for the Amazon River (CVT/TSVA) of the Mamirauá Institute. The aforementioned Center was created in 2013, having a first class of students in 2014, with a total of four classes formed, the last one in 2021. The CVT aims to promote the training of leaders to act as managers in community organizations in the region of Middle Solimões. The purpose of this training consists of continuing education in conjunction with the practical experiences of students. The educational trajectory of three female students from the CVT was analyzed, highlighting the experiences, obstacles, successes and failures and the relationship of engagement and action with the organizations to which they belong, evidencing their performance after accessing the educational model proposed by the CVT. The theoretical dialogue was based on the approaches of Lave (2015), Freire (2020), who discuss the teaching-learning processes; Schmink (1997), Farah (2020) and Alencar & Sousa (2014), who analyze gender relations in the rural context; Peralta &Lima (2012), who weave an approach of people living in UCs Mamirauá and Amanã; and Bourdieu (1998), who analyzes the hierarchical educational structures, which supported the analyzes during the research. The proposed methodology followed a qualitative approach, using oral history, documental research and semi-structured interviews as data collection instruments. Dialogues were held with the “Research Women” online and in a WhatsApp group. Documentary research was carried out in the CVT archives, with nomination letters and minutes prepared by the community leaders of the organizational groups. The research results identified that some stages of the selection process for students to enter the CVT end up potentiating the inequality of access to training for women. In view of this indication, reflections and proposals for integrative strategies within the scope of gender equality were carried out, and/or actions that consider the approach as a possible path of inclusion and gender equity within an alternative educational structure of formation and learning for rural populations in the Amazon.