Trajetórias formativas de mulheres do curso de Licenciatura em Educação do Campo na Universidade Federal do Triângulo Mineiro

Abstract

Women's access to education and higher education represents a great achievement of feminist movements. Today in Brazil, despite the late inclusion of women in educational institutions, when compared to men, women represent more than half of enrollments in higher education courses, but the scenario is different if we consider the presence in Natural Sciences courses its math. In recent years, the number of studies investigating the gap between women in science has grown, but when we consider training courses for science teachers, some issues are related, such as the feminization of teaching. At the Federal University of Triângulo Mineiro (UFTM), in Uberaba – MG, among the degree courses, we have the Degree in Rural Education (LECampo), whose objective is to train teachers of Natural Sciences and/or Mathematics to work in rural schools. When we analyze the admission profile for this course, we can observe a female predominance in many classes, encouraging movements within the course itself to welcome these women. This research is qualitative in nature and aimed to identify the profile of women students and graduates of LECampo/UFTM and investigate emerging elements of their training trajectories that are related to gender issues, training of Science and Mathematics teachers and/or Education from Camp. To this end, we carried out semi-structured interviews with five women, four of whom were students in the final years of the course and one who graduated from LECampo/UFTM, aged between 30 and 55, all of whom lived in the countryside. The analyzes carried out show some common characteristics presented by the research participants, mainly regarding the scope of their educational and social trajectories, such as the difficulty of accessing school when younger in rural areas, as well as accessing and remaining in Higher Education. Specifically, trajectories related to gender appear differently in the interviewees' speeches, since they come from different life trajectories, territories and generations. Another fundamental aspect for understanding the formative trajectories of these women is to consider the intersections between race, class and gender, which we will discuss based on authors who define the concepts of gender coloniality, decolonial feminism and peasant feminism.