Technical training in Argentina has been a historically masculinized field. In the last decades, female enrollment and the visibility of social demands regarding gender inequalities has increased. In this context, this article wonders how do ETP institutions promote recognition and participation with a view to social justice, and analyzes speeches that show inequalities between men and women (in intersection with others) that circulate in 12 TVET institutions in two Argentinian provinces (Neuquén and Mendoza), as well as the devices to support educational trajectories and in articulation with the world of work. We use a comparative research design based on triangulation of secondary sources and the use of qualitative and quantitative techniques for the production of primary data. As an analysis strategy, we opted for Critical Discourse Analysis. We find three types of speeches in the institutions in both provinces, that organize the ways of looking, understanding and acting in relation to being a man or a woman, articulated with other dimensions with a particular sense of social justice. We define these speeches as: Naturalization of inequalities; Visibility of inequalities; Visibility of inequalities and actions for transformation. Discourses coexist in the institutions, but we identify predominance of some in each one of them, as well as in each one of the provinces. Finally, we present a case of an institution in territory in which we analyze how these discourses appear.