Relações de gênero e educação superior: uma análise das experiências de estudantes grávidas e mães do curso de Ciências Biológicas do CCA/UFPB

• Autor(a) principal: Santos, Anita Leocádia Pereira dos
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12635
• topic: Androcentrismo; Violência simbólica; Patriarcado; Equidade de gênero; Pragnant-mother women; Higher education; Androcentrism; Symbolic violence; Patriarchy; Gender equity; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aims at studying the experiences faced by students who are mothers and mothersto-be in the undergraduate program at Centro de Ciências Agrárias – CCA/UFPB. It is a feminist, quantitative and qualitative research, whose date were collected from 2010 and 2012 from 20 volunteer students who were mothers or/and mothers-to-be at the Ciências Biológicas Course. To contextualize the research, a historical study on how the presence of women on campus envolved was conducted by listening to testimonials and studying documents. To collect the data, the mothers or/and mothers-to-be were interviewed individually and in groups. The date analysis was done based on concepts of androcentrism, habitus and symbolic violence as used by Bourdieu and the concepts of gender relations, gender equality and gender equity, women’s rights, experiences and patriarchy of feminist theorization. The results show that the increase of women’s access to university does not mean the same opportunities for men and women, highlighting the obstacles related to the latter’s reproductive burden: disrespect for the pregnant students’ legal rights, the institutional regulation of the home exercise regimen; refusal to receive medical certificates, omissions regarding the students’ maternity leave and students’ lack of knowledge of their own rights; professors’ lack of understanding of their female students’ special needs to balance studying and motherhood, and institution-student and professor-student relationships problems; students’ difficulties to deal with the overload of being mothers, students and workers and their routine at the university and their academic performance; perceived vulnerability on the part of the students, revealed in omission / concealment of the condition of mother, for fear of suffering discrimination on the part of the professors; lack of knowledge and non-use of support services at the institutional level and along with the almost complete absence of this support, which is rarely found, regarding the status of pregnant students and / or mothers. Therefore, it was verified that gender equality / equity has not yet been realized in Higher Education, whose evidenced educational and institutional practices disregard the rights and needs of female students who become pregnant, care for children and work, causing them academic losses. Most professors develop, together with their pregnant students and students who are mothers, requirements oriented by the androcentric culture and, in this way, these students’ academic success is difficult. In turn, the institution, through its agents, is shown impregnated by the order of patriarchy for neglecting support to women who, in reproductive status, do not conform exclusively to the private world, according to the sexual division of labor. Most pregnant students and students who are mothers did not even pursue their legal rights through bureaucratic rites, underwent symbolic violence, and, at the same time practiced silent resistance to institutional obstacles to their academic success. In this way, these students need guidance and political training with a view to women's empowerment, the collection of rights and the achievement of gender equity in Higher Education, because in addition to facing domestic / family difficulties, pregnant students and students who are mothers suffer a mild exclusion within the university by mechanisms undertaken by the androcentric culture, by the institutional patriarchal order and pay a high cost for the success in the undergraduate program, in articulated submission and overcoming experiences, in the XXI century.