The intersectionality of gender equity and the occupation of strategic positions in educational institutions is a complex and multifaceted issue. Although Western constitutions can guarantee access to opportunities, there are associated factors that affect women's access to and retention in these positions. The aim of this article is to identify and analyse the factors associated with gender equity and the occupation of strategic positions in educational institutions. The methodology adopts the principles of exploratory research, using a qualitative approach with quantitative elements, through semi-structured interviews with 15 male and female civil servants who held management positions at the institutions in 2023. Data collection ended when the theoretical data was saturated. The information was obtained from two federal teaching and research organisations in the centre-west of Brazil, Instituto Federal Goiano and Instituto Federal de Goiás. Based on the data collected, a descriptive analysis of the content of the interview responses was employed. The technique used to interpret the qualitative data was thematic content analysis. The results show that there is still prejudice and discrimination in positions of power in educational organisations, because even in Professional and Technological Education, which has a liberating essence, it is still presented as conservative in terms of gender and power. Management is a challenge for women, especially given the gender inequality still present in contemporary society. The results suggest strategies at both state public policy level and educational management at organisational level that could be developed to contribute to gender equality in educational institutions.

Keywords: Public Administration, Organisation of spaces in Professional and Technological Education, Sexual division of labour.