RESIGNIFYING SPACES: WOMEN'S MOTIVATIONS FOR ENGINEERING COURSES

Abstract

The school is a strongly constructed and reinforced space for the legitimization of gender identities, whether through its formal or informal curriculum (based on pedagogical practices, for example). Louro (2001) indicates that several problems that are linked to education and gender relations are reproduced and/or omitted in school and curricular spaces that end up not respecting social diversity. Our objective in this manuscript is to problematize the motivations that led the students to choose the engineering course at a public university in Portugal. The research is characterized as qualitative and was designed from an interview intervention (zoom platform) carried out with 12 female students inserted in a Public University in the North of Portugal. We will use interviews, a typical technique of qualitative methodology, to collect data in a more in-depth way. The statements of the interviewed students show that we obtained testimonies, although not representative, that emphasized the occurrence of barriers and confrontations with the family in the choice of the course.