Casaca2024-03-112024-03-112020-11https://hdl.handle.net/20.500.14135/979This study aims to present the evolution of the entry of women in Brazilian higher education in courses in the area of Science, Technology, Engineering, and Mathematics (STEM), from 2000 to 2018, based on official data collected annually through the Higher Education Census. It also sought to present the Brazilian reality in this field, through internationally assumed commitments, public policies that integrate education and gender/education and STEM and the involvement of other social agents in defense of education as a strategic development factor, mostly human-centered. The incipience of the STEM theme worldwide is still an obstacle for the understanding of the need of drawing greater attention to the issue, associated with the influence of a gender order currently in force in society, mainly in its individual, familiar, educational and sociocultural aspects. The main conclusions in this study put in evidence the female underrepresentation in entering higher education in areas of knowledge that are socially considered hard and more appropriate for men. It is the case in the areas of Information and Communication Technology and Engineering.Documento textualporAcesso abertoEducação SuperiorMulher e EducaçãoEducação para TodosIgualdade de Oportunidades EducacionaisDissertação120909