THE ADVANCES IN FEMALE SCHOOLING: WHICH WOMEN ARE WE TALKING ABOUT?

• Autor(a) principal: Moraes, Lorena Lima de
• Data de Publicação: 2024
• Outros Autores: Silva, Roseane Amorim da, Sieber, Shana Sampaio
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/8337
• topic: escolaridade de mulheres; desigualdades sociais; sistemas de opressão; women's schooling; social inequalities; systems of oppression; educación de las mujeres; desigualdades sociales; sistemas de opresión

In this article we seek to problematise female schooling rates in Brazil, using as a source of analysis data collected in surveys carried out by the 2021, 2022 and 2023 School Census, the IDHM and the PNAD. The results homogenise women and contribute to the reproduction of social inequalities by making groups of less educated women, especially black women, invisible. We also observed that there are studies that claim to increase gender equality in the educational sphere, but do not consider the specificities of class, race, ethnicity, place of residence, among other social markers that contribute to the invisibilisation of women, placing them in a situation of inferiority by making it extremely difficult for those who manage to access education and continue their studies. This makes it important to question the increase in women's schooling in a homogenous way, problematising specific groups. Research has shown that there has been an increase in women's schooling, but in the group of white, middle and upper class women who live mainly in urban areas.