Socio-educational narratives: higher education and female empowerment
This study analyzed the repercussions of access to higher education while promoting the process of female empowerment. Narratives of 20 graduates from a private Higher Education Institution, who graduated with a scholarship from the University for All Program (PROUNI) were recorded. The socio-educat...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/11037 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/11037 |
| Access Level: | acceso abierto |
| Palavra-chave: | Higher Education Prouni Gender Inequalities Female empowerment Educação Superior Desigualdades de Gênero Empoderamento Feminino |
| Resumo: | This study analyzed the repercussions of access to higher education while promoting the process of female empowerment. Narratives of 20 graduates from a private Higher Education Institution, who graduated with a scholarship from the University for All Program (PROUNI) were recorded. The socio-educational narratives were analyzed in light of the assumptions of female empowerment proposed by Melo (2012) and the results showed positive achievements, mainly from the socio-cognitive dimension, which advocates significant transformations in the sociocultural, economic, subjective and political trajectories of these women. Some trajectories show more consistent advances when compared to others, which leads us to conclude that empowerment is a process in constant construction. |
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