SOARES, D. P.; http://lattes.cnpq.br/8833962547760006; SOARES, Daiane Pereira.
Resumo:
This monograph aims to investigate the challenges of being a woman and being a university
student, taking into account the contexts and identities of the students. With this in mind, the
research originated from the following problem: how can the identities that permeate the lives
of female students at the Teacher Training Center (CFP) of the Federal University of Campina
Grande (UFCG), Cajazeiras campus, influence their academic training? The aim is to show
how violence, especially gender-based violence, can affect the academic career of these
students. As theoretical contributions, the study is anchored in the perspectives of decolonial
and intersectional feminism, dialoguing with Anzaldúa (2000), Davis (2018), Evaristo (2020),
Gonzalez (2020), hooks (2019), Oyěwùmí (2004), Ribeiro (2017), Vergès (2020), among
other authors. Methodologically, we analyzed and discussed the letters from the research
volunteers, in which they revealed the challenges they face in the academic space and the
ways they find to overcome them; as well as filling out a form with the aim of profiling the
university students. The dialogue and writings of these women point out that university
mothers, university paid workers and university students who live far from the university are
at a disadvantage in the academic world, given that their study time competes with other
aspects of their lives, and that these disadvantages are exacerbated when university students
are circumscribed in more than one identity. They also stressed the importance of discussing
gender in educational spaces and of institutional support, based on effective public policies,
for women's access to and permanence at university.