Análise do perfil da diversidade étnico-racial e de gênero na Engenharia Mecânica em instituições públicas brasileiras

Abstract

The expansion of Brazilian public higher education, combined with the implementation of affirmative action policies, has contributed to making universities more diverse and expanding access for historically underrepresented groups. Despite these advances, certain programs still exhibit low diversity, such as Mechanical Engineering, which has been historically characterized by the predominance of white men and by racial, gender, and socioeconomic inequalities. In this context, this study aims to analyze the profile of Mechanical Engineering students in Brazilian public institutions and discuss factors that may contribute to the low diversity observed in the program. To this end, a mixed-methods research approach was conducted, combining a qualitative literature review with a quantitative analysis of secondary data. The literature review addressed the historical development of engineering in Brazil, concepts related to diversity and inclusion, studies on racial and gender inequalities, and the experiences of LGBTQIA+ individuals in the academic environment. Additionally, microdata from the Higher Education Census provided by the Anísio Teixeira National Institute for Educational Studies and Research (INEP) for the period from 2020 to 2024 were analyzed. The results highlight progress in higher education access for minority groups, but also point to persistent inequalities in the profile of incoming and graduating students. In this regard, the importance of institutional initiatives aimed at promoting more inclusive and welcoming academic environments—aligned with the National Curriculum Guidelines and the demands of contemporary society—is discussed.