Acesso e permanência da rapariga no Ensino Técnico Profissional em Moçambique: Caso do Instituto Industrial de Maputo

• Autor(a) principal: Maúngue, José Salomão
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10702
• topic: Access; Permanence; Girl; Technical-Professional and Industrial Education; Acesso; Permanência; Rapariga; EnsinoTécnico Profissional-Industrial; Educação - Moçambique; Mulheres Ensino profissional; Ensino técnico; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work entitled Access and permanence of girl in Professional Technical Education in Mozambique: case of Instituto Industrial de Maputo is aimed to investigate about social, cultural and/or economic factors that may influence the low representativeness of girls in Education Professional Technician (ETP) in Mozambique. The research opted for a qualitative approach, more specifically, a case study. Two research techniques were used to collect data: documentary analysis and semi-structured interviews applied to students, teachers and managers of the IIM, which was the locus of the research. On the theoretical-methodological issues, it was based on the critical intercultural perspective, based on the theories of Vera Candau and Stuart Hall, coupled with the feminist notions of the concept of gender, in the perspectives of Guacira Lopes Louro, among others. Public policies for the promotion of girls in education were also studied, and the method of approaching the policy cycle proposed by the British sociologist Stephen Ball was analyzed. The study showed that, among several factors that influence girls' reduced participation in ETP, their occupation with domestic tasks and family income, the direct and indirect costs of education, practices and attitudes associated with traditional cultural beliefs and Gender stereotypes. It was also possible to verify that the state's law and public policies favor a formal equality that creates instabilities in the relations of power established and legitimized by the modes of family socialization, but also they appear as penalizing in some cases