In the context of the phenomenon of massification of higher education, a deeply segmented secondary education system, and a gender inequality that permeates our entire educational apparatus, this research aimed to understand the experiences of women in the transition processes from the technical and vocational secondary education system to higher education and the job market. Using a qualitative methodology informed by the work of Foucault and feminist epistemologies, this study contributes to identifying diverse discourses that impact the transition experiences of women from technical and vocational education. It also analyzes the production of gender and social class subjectivities and the role of motherhood in shaping their trajectories during these transitions.
