GENDER INCLUSION IN MATHEMATICS EDUCATION: CHALLENGES AND IMPACTS OF EDUCATIONAL POLICIES IN THE STATE OF CEARÁ IN THE TWENTY-FIRST CENTURY

Abstract

This paper investigates the implementation of educational policies in schools in Ceará and its effects on the promotion of gender equity in mathematics teaching, focusing on contemporary impacts and challenges. The research, of a qualitative nature, used documentary and content analysis, when scrutinizing Pedagogical Political Projects (PPP) of mathematics classes in public schools. The objective was to evaluate the presence and approach of gender issues in school curricula. The theoretical foundation included studies on Gender and Education and research on the training of Mathematics teachers. The results show that, despite some inclusive initiatives, the treatment of gender issues is superficial, without deep discussions about reducing the disparities between men and women. It is concluded that greater integration of gender policies in teacher training curricula is needed, highlighting the challenges of awareness and training to deal with these inequities in the educational environment.