Vanessa Hurtado
This work analyses the social factors determining female participation in teaching praxis at the Faculty of Engineering of the University of Carabobo. Through feminist epistemology and a gender perspective, it examines how teaching identity is configured as a performative construction, challenging essentialist views that naturalize male roles in technical sciences. The study explores "regulatory fictions" and the "metaphysics of substance" to understand how technical authority is legitimized in the classroom. Likewise, it identifies mechanisms of cultural reproduction such as symbolic violence and the "Matilda Effect," which render women's contributions invisible. The study concludes that the presence of the female engineering professor functions as a disruptive reference that confronts stereotype threats, suggesting the need to transform praxis toward an inclusive academic formation that recognizes the diversity of subjects and overcomes the androcentric biases rooted in engineering.