Mulheres no Proeja: narrativas de superação de desafios, alcance de sucesso e resiliência entre discentes do Instituto Federal do Amapá

Abstract

This dissertation is part of the research line "Organization and Memories of Pedagogical Spaces in Professional and Technological Education," within the Professional Master's Program in Professional and Technological Education (ProfEPT). It aims to investigate the lived experiences of women enrolled in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (Proeja), at the Federal Institute of Amapá (IFAP). The research stems from the author's personal and professional concerns regarding gender inequalities in education, with particular attention to the educational trajectories of women marked by challenges, resilience, and overcoming adversity within the context of YAE integrated with professional education. The author’s teaching experience in YAE and the inspiration drawn from her mother’s life stories were crucial in selecting the research focus, which centers on the narratives of women attending the Proeja Technical Course in Occupational Safety at IFAP – Macapá Campus. Adopting a qualitative approach, the study employs oral history and narrative inquiry as its main methodological strategies, recognizing the participants' subjectivities as legitimate sources of knowledge. The theoretical framework is grounded in concepts such as omnilateral education, polytechnic education, work as an educational principle, and the unitary school, drawing on authors such as Gramsci, Marx, Frigotto, Saviani, and Ciavatta. Additionally, the dissertation integrates critical feminist theory and gender studies, reflecting on how education can serve as a tool for social transformation and women's empowerment. In this context, Proeja is understood not only as an access policy but also as a space of resistance and re-existence for women historically excluded from the educational system. The research seeks to understand the main factors influencing women's persistence, success, and dropout rates in Proeja, considering elements such as the double work shift, family responsibilities, gender-based violence, social inequality, and institutional invisibility. Data were collected through questionnaires and interviews with four students, whose narratives were compiled into an educational product—an e-book entitled *Inspirational Stories: Women in Proeja*—which also includes the author's personal account and reflections on empowerment. The dissertation is structured in five sections: introduction, theoretical framework, methodology, results analysis, and final considerations. By valuing the voices and experiences of women in Proeja, this work contributes to the improvement of pedagogical practices and public policies for professional education integrated with YAE, emphasizing gender equity, social justice, and holistic education. The research reaffirms the role of education as a tool for emancipation and highlights Proeja as a key instrument for historical reparation, inclusion, and the empowerment of women as rights-bearing and transformative subjects.