Vivencias de las mujeres egresadas del Programa de Posgrado en Tecnología y Sociedad (PPGTE) de la Universidad Tecnológica Federal del Paraná (UTFPR)
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Date
Subject
formation
job
genre
technology and science
formación
trabajo
género
tecnología
ciencia
job
genre
technology and science
formación
trabajo
género
tecnología
ciencia
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Esta investigación tuvo como objetivo evaluar si aspectos de género interfieren en las trayectorias académicas. El refe-rencial teórico-epistemológico del estudio ha sido el histó-rico-cultural, para analizar distinciones existentes para las mujeres en el ejercicio de actividades investigativas. El método de investigación cualitativo fue de particular relevancia para analizar si existía una disolución de viejas desigualdades sociales dentro de la diversidad del ambiente académico. Como instrumento de investigación se utilizó la entrevista abierta, realizada a cinco mujeres egresadas del programa, tres de la maestría y dos del doctorado. El análisis de las narrativas permitió constatar que la carrera académica es una de las pocas alternativas en que la mujer puede trabajar y estudiar al mismo tiempo. En contraste, la asunción de múltiples papeles sociales y el esfuerzo emprendido para conciliar jornadas dobles de trabajo, y la falta de apoyo familiar y financiero para los estudios son vistos como obstáculos para la formación. Asimismo, las narrativas permitieron visibilizar un conjunto de “barreras” para seguir la carrera científica, que se refieren a: doble jornada de trabajo, maternidad, productividad en investi-gación, competencia, prejuicio y discriminación de género; de esta manera se reafirma la necesidad de desarrollar políticas públicas para ampliar no solo el acceso, sino la permanencia de las mujeres en la universidad.
The research was oriented to evaluate if aspects of the gender interfere in the academic trajectories. The theore-tical-epistemological referential of the historical-cultural perspective guides this study to make it possible to analyze the existing distinctions for women in the exercise of inves-tigative activities. The method of qualitative research is of particular relevance in analyzing whether there is the dissolution of old social inequalities within the diversity of the academic environment. As a research instrument, we used open interviews carried out with five women graduates of the program, three of the master’s and two of the docto-rate. The analysis of the narratives allowed us to state that the academic career is one of the few alternatives in which women can work and study at the same time. In contrast, the assumption of multiple social roles and the effort undertaken to reconcile double working hours and the lack of family and financial support for studies they were seen as obstacles to training. Likewise, the narratives made it possible to make visible a set of “barriers” to follow the scientific career, which refer in the: double working hours, maternity, productivity in research, competence, preju-dice and gender discrimination; thus reaffirming the need to develop public policies to expand not only access, but also the permanence of women in the university.
The research was oriented to evaluate if aspects of the gender interfere in the academic trajectories. The theore-tical-epistemological referential of the historical-cultural perspective guides this study to make it possible to analyze the existing distinctions for women in the exercise of inves-tigative activities. The method of qualitative research is of particular relevance in analyzing whether there is the dissolution of old social inequalities within the diversity of the academic environment. As a research instrument, we used open interviews carried out with five women graduates of the program, three of the master’s and two of the docto-rate. The analysis of the narratives allowed us to state that the academic career is one of the few alternatives in which women can work and study at the same time. In contrast, the assumption of multiple social roles and the effort undertaken to reconcile double working hours and the lack of family and financial support for studies they were seen as obstacles to training. Likewise, the narratives made it possible to make visible a set of “barriers” to follow the scientific career, which refer in the: double working hours, maternity, productivity in research, competence, preju-dice and gender discrimination; thus reaffirming the need to develop public policies to expand not only access, but also the permanence of women in the university.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/publishedVersion
Source
Science and Society; Vol. 45 No. 1 (2020): Science and Society; 37-49
Ciencia y Sociedad; Vol. 45 Núm. 1 (2020): Ciencia y Sociedad; 37-49
2613-8751
0378-7680
10.22206/cys.2020.v45i1
Ciencia y Sociedad; Vol. 45 Núm. 1 (2020): Ciencia y Sociedad; 37-49
2613-8751
0378-7680
10.22206/cys.2020.v45i1