This thesis aims to analyze how the androcentric bias characteristic of Modern Science is manifested until today in an educational institution, part of the Federal Network of Professional, Scientific and Technological Education, the Federal Institute of Bahia / Campus Salvador. Historically, the institution, under the pretext of training rational and objective professionals for the industries, favors technical knowledge over humanistic knowledge. Under this positivist and technicist perspective, the approach to themes such as ethnic-racial relations and gender relations is especially challenging, and often neglected, although in contradiction to the institutional mission of forming historic-critical citizens, expressed in official documents. The thesis examines this problem under three theoretical axes: the history of science, the Feminist Studies of Science and Technology, in particular the feminist perspective theory, and the studies on curriculum. A quanti-qualitative research was carried out, in which quantitative data related to the faculty and students of Campus Salvador were analyzed, both in terms of gender belonging and the self-declaration of race / ethnicity. Also the documents that propose to guide teaching and learning practices, the Institutional Pedagogical Project and Pedagogical Projects of the Graduation’s Courses of the Campus were analyzed. Finally, the teachers' own conceptions were investigated with regard to the concept of science and the insertion of the themes gender and race/ethnicity, through questionnaires and interviews with Campus’ managers and teachers. The thesis highlights the relevance of a broad education, which surpasses positivist, technical and Eurocentric models, in which the teaching and learning process is in close articulation with social realities, in line with the institute's mission, namely, the formation of critical citizens and aware of their role in the face of social demands.