<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000300743</article-id>
<article-id pub-id-type="doi">10.1590/S0104-403620160003000010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La brecha de género en la educación tecnológica]]></article-title>
<article-title xml:lang="pt"><![CDATA[A exclusão de gênero na educação tecnológica]]></article-title>
<article-title xml:lang="en"><![CDATA[The gender gap in technology education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Rafael González-Palencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Carmen Jiménez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Pablo CEU  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>92</numero>
<fpage>743</fpage>
<lpage>771</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000300743&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000300743&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000300743&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumo Los datos del sistema educativo y los del &#225;mbito empresarial indican que la presencia femenina en los estudios y profesiones relacionadas con las TIC sigue siendo minoritaria. Adem&#225;s se&#241;alan que en el paradigma tecnol&#243;gico imperante los hombres crean y gestionan la innovaci&#243;n digital y las mujeres son usuarias de dichas innovaciones, persistiendo el riesgo de que aumente la brecha de g&#233;nero. Recordemos que las TIC sustentan la comunicaci&#243;n, la ciencia, la cultura, la econom&#237;a y la innovaci&#243;n, de forma ubicua y a nivel planetario. La hip&#243;tesis de la socializaci&#243;n diferencial de los g&#233;neros goza de plausibilidad cient&#237;fica como explicaci&#243;n del menor inter&#233;s de las mujeres por este &#225;mbito del saber desde edades tempranas. Este estudio analiza las barreras de g&#233;nero en la educaci&#243;n tecnol&#243;gica, las sinergias que las sostienen y el papel de la educaci&#243;n para que mujeres y hombres sean corresponsablemente agentes activos de la creaci&#243;n y desarrollo de las TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os dados do sistema educativo e os da &#225;rea empresarial indicam que a presen&#231;a feminina nos estudos e profiss&#245;es relacionadas com as Tecnologias da Informa&#231;&#227;o e Comunica&#231;&#227;o (TIC) continua a ser minorit&#225;ria. Al&#233;m disso, assinalam que, no paradigma tecnol&#243;gico imperante, os homens criam e gerem a inova&#231;&#227;o digital e as mulheres s&#227;o utilizadoras dessas inova&#231;&#245;es, persistindo o risco de aumentar a exclus&#227;o de g&#234;nero, pois, na sociedade digital, as TIC sustentam a comunica&#231;&#227;o, a ci&#234;ncia, a cultura, a economia e a inova&#231;&#227;o, de maneira ub&#237;qua e a n&#237;vel planet&#225;rio. A hip&#243;tese da socializa&#231;&#227;o diferencial dos g&#234;neros goza de plausibilidade cient&#237;fica como explica&#231;&#227;o do menor interesse das mulheres nesta &#225;rea do saber desde idades precoces. Este estudo analisa as barreiras de g&#234;nero na educa&#231;&#227;o tecnol&#243;gica, as sinergias que as sustentam e o papel da educa&#231;&#227;o para que mulheres e homens sejam responsavelmente agentes ativos da arquitetura e desenvolvimento das TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Data on the educational system and on the business environment suggest that female representation in ITC-related studies and careers continues to be in a minority. Moreover, they show that in the prevailing technological paradigm, men create and manage digital innovations and women are users of such innovations, thus the risk of a growing gender gap persists, since ITCs underpin communication, science, culture, economy and innovation in this digital society, both ubiquitously and globally. The hypothesis of gender-differential socialisation is scientifically plausible as an explanation of women&#8217;s lower interest in this area of knowledge from an early age. This study analyses gender barriers to technological education, their underlying synergies and the role of education for women and men to share the responsibility of being active agents in ITCs&#8217; architecture and development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación digital]]></kwd>
<kwd lng="es"><![CDATA[Sociedad tecnológica y género]]></kwd>
<kwd lng="es"><![CDATA[Brecha digital de género]]></kwd>
<kwd lng="es"><![CDATA[Interés y capacidad]]></kwd>
<kwd lng="es"><![CDATA[Innovación educativa]]></kwd>
<kwd lng="pt"><![CDATA[Educação digital]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade tecnológica e gênero]]></kwd>
<kwd lng="pt"><![CDATA[Exclusão digital de gênero]]></kwd>
<kwd lng="pt"><![CDATA[Interesse e capacidade]]></kwd>
<kwd lng="pt"><![CDATA[Inovação educativa]]></kwd>
<kwd lng="en"><![CDATA[Digital education]]></kwd>
<kwd lng="en"><![CDATA[Technological society and gender]]></kwd>
<kwd lng="en"><![CDATA[Digital gender gap]]></kwd>
<kwd lng="en"><![CDATA[Interest and capacity]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
</kwd-group>
</article-meta>
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