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Empreendedorismo feminino e educação profissional: análise comparativa das matrizes curriculares do programa Mulheres Mil nas Regiões Norte e Sul do Brasil
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Resumo(s)
Com este estudo pretendemos analisar comparativamente as matrizes curriculares dos cursos de Microempreendedor Individual (MEI) oferecidos no âmbito do Programa Mulheres Mil – promovido pelas políticas públicas brasileiras visando a inclusão social e qualificação profissional de mulheres em situação de vulnerabilidade. São implementados por Institutos Federais das regiões Norte e Sul do Brasil, buscando identificar pontos de convergência e divergência das respectivas matrizes curriculares. A metodologia adotada nesta pesquisa baseia-se em uma abordagem qualitativa e exploratória com pesquisa bibliográfica e documental. Os procedimentos incluíram a solicitação dos documentos, análise comparativa dos Projetos Pedagógicos de Curso obtidos e sistematização dos resultados para identificar convergências e divergência. Os resultados indicam que, dos treze institutos pesquisados, apenas sete ofertam o curso de MEI no Programa Mulheres Mil. Como resultado foi identificada uma base comum de formação empreendedora que atende às orientações do guia do sistema de acesso, permanência e êxito do projeto Mulheres Mil. A análise identificou que, embora a base curricular seja convergente, existem diferenças regionais: Na região Norte as matrizes curriculares tendem a dar mais ênfase no bem-estar social das mulheres e, ainda contemplam um conteúdo mais básico na inclusão digital. Em contraste, na região Sul, prioriza-se o empreendedorismo digital e atividades práticas. Por fim, o estudo reforça a importância da adaptação curricular ao perfil socioeconômico das estudantes para o sucesso dos programas de fomento ao empreendedorismo feminino.
This study aims to comparatively analyze the curricula of the Individual Microentrepreneur (MEI) courses offered within the Mulheres Mil Program—a Brazilian public policy initiative aimed at the social inclusion and professional qualification of vulnerable women. These courses are implemented by Federal Institutes in the North and South regions of Brazil, seeking to identify points of convergence and divergence in their respective curricula. The methodology adopted in this research is based on a qualitative and exploratory approach with bibliographic and documentary research. The procedures included document requesting, comparative analysis of the obtained Course Pedagogical Projects, and systematization of the results to identify convergences and divergences. The results indicate that, of the thirteen institutes surveyed, only seven offer the MEI course within the Mulheres Mil Program. As a result, a common basis for entrepreneurial training was identified that meets the guidelines of the access, permanence and success system guide for the Mulheres Mil project. The analysis found that, although the curricular base is convergent, there are regional differences: In the North, curricula tend to place greater emphasis on women's social well-being and also include more basic content on digital inclusion. In contrast, in the South, digital entrepreneurship and practical activities are prioritized. Finally, the study reinforces the importance of adapting the curriculum to the socioeconomic profile of students for the success of programs that promote female entrepreneurship.
This study aims to comparatively analyze the curricula of the Individual Microentrepreneur (MEI) courses offered within the Mulheres Mil Program—a Brazilian public policy initiative aimed at the social inclusion and professional qualification of vulnerable women. These courses are implemented by Federal Institutes in the North and South regions of Brazil, seeking to identify points of convergence and divergence in their respective curricula. The methodology adopted in this research is based on a qualitative and exploratory approach with bibliographic and documentary research. The procedures included document requesting, comparative analysis of the obtained Course Pedagogical Projects, and systematization of the results to identify convergences and divergences. The results indicate that, of the thirteen institutes surveyed, only seven offer the MEI course within the Mulheres Mil Program. As a result, a common basis for entrepreneurial training was identified that meets the guidelines of the access, permanence and success system guide for the Mulheres Mil project. The analysis found that, although the curricular base is convergent, there are regional differences: In the North, curricula tend to place greater emphasis on women's social well-being and also include more basic content on digital inclusion. In contrast, in the South, digital entrepreneurship and practical activities are prioritized. Finally, the study reinforces the importance of adapting the curriculum to the socioeconomic profile of students for the success of programs that promote female entrepreneurship.
Descrição
Palavras-chave
Empreendedorismo feminino Matriz curricular Formação profissional Inclusão social Mulheres em vulnerabilidade Female entrepreneurship Curriculum framework Vocational training Social inclusion Women in vulnerability
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC