In this work, the role of the State in public policies that subsidize the guarantee of social rights is discussed, as well as gender disparities are addressed as a historical product of the discrimination to which women have been subjected and which result in their absence in STEM careers. (Science, Technology, Engineering and Mathematics). The mapping of existing public policies and the requirement that advances be established is a necessity to allow equal access for women to opportunities and spaces of power.

In this work, the role of the State in public policies that subsidize the guarantee of social rights is discussed, as well as gender disparities are addressed as a historical product of the discrimination to which women have been subjected and which result in their absence in STEM careers. (Science, Technology, Engineering and Mathematics). The mapping of existing public policies and the requirement that advances be established is a necessity to allow equal access for women to opportunities and spaces of power.

In this study, we intend to understand how public policies can mitigate the complex challenges linked to gender inequality in high school in Brazil. The role of public policies in dealing with gender issues is discussed, with a focus on high school, a stage that makes it possible to overcome challenges faced by women in their study trajectories, especially in STEM careers (Science, Technology, Engineering and Mathematics).

This text presents an ongoing research that relates the policy mapping activity aimed at promoting gender-related issues in STEM (Science, Technology, Engineering, and Mathematics) conducted by the ELLAS research network (Equality in Leadership for Latin American STEM) to the Brazilian New High School policy. Through document analysis related to the policy, it is possible to identify indications of the gender demand in STEM within the national policy, stemming from the loan agreement with the World Bank.

In this study, we intend to understand how public policies can mitigate the complex challenges linked to gender inequality in high school in Brazil. The role of public policies in dealing with gender issues is discussed, with a focus on high school, a stage that makes it possible to overcome challenges faced by women in their study trajectories, especially in STEM careers (Science, Technology, Engineering and Mathematics).

This text presents an ongoing research that relates the policy mapping activity aimed at promoting gender-related issues in STEM (Science, Technology, Engineering, and Mathematics) conducted by the ELLAS research network (Equality in Leadership for Latin American STEM) to the Brazilian New High School policy. Through document analysis related to the policy, it is possible to identify indications of the gender demand in STEM within the national policy, stemming from the loan agreement with the World Bank.