This article aims to discuss the gender tensions that permeate the numeracy practices that are forged in the work activities of female and male students at Youth and Adult Education. The empirical material that served to this purpose was produced during educational workshops, observation of lessons, interviews and records of episodes in the work place of an association of recyclable material collectors. In this study, we operate with the Foucauldian concept of discourse, establishing a dialogue with the studies of gender and numeracy. In our analysis, we emphasize the power games defined by the gender relations that permeate these work activities, as a warning against the naturalization of gender inequalities that the silencing of these games tends to perpetuate, even when we discuss these activities for educational purposes.
gender relations; numeracy practices; work activities; youth and adult education