Maternar na academia: uma etnografia interseccional sobre mulheres-mães nos cursos de pedagogia, educação do campo e engenharia de alimentos da UFGD

Abstract

The present study is focused on understanding the experiences of motherhood in the context of the Federal University of Grande Dourados/UFGD, with a special look at three Faculties in their respective courses: Pedagogy (FAED), Food Engineering (FAEN) and Rural Education (FAIND). This is qualitative research from a socio-anthropological perspective, based on dense description (Geertz, 1989; 2001), whose main objective is to analyze how women with children aged 4 months to 12 years (black, indigenous, white) , in their different geographies, build their experiences and academic trajectories at UFGD, their difficulties and resistance. Furthermore, based on their experiences, they will be able to see what and how the paternal role has been in the context of the university stay for which the maternal role has been exercised. In this sense, we also seek to verify whether there are, at the institutional level, affirmative actions or permanent higher education policies for undergraduate academic mothers. To this end, we seek to triangulate campus procedures that can support the understanding and interpretation of the phenomena studied, such as: interviews, focus group dynamics - interactions with women-mothers and the institution and analysis of documentation. Our initial hypothesis is that patriarchal structures inside and outside the university particularly affect the progression, development and academic retention of women with daughter(s). In the theoretical framework of feminist studies, postcolonial criticism is woven into the intersectional approaches of class, ethnicity-race, sexuality, generational, gender. The results suggest that there is an urgent need to discuss motherhood as one of the indicators of university dropout and, therefore, there is a need for institutional actions in this regard.