Participação feminina na educação superior: os discursos das estudantes ingressantes pelas políticas afirmativas no curso de agronomia do IF Goiano - campus Urutaí

• Ano de defesa: 2021
• Autor(a) principal: Souza, Hellayny Silva Godoy de
• Orientador(a): Cavalcante, Cláudia Valente
• Banca de defesa: Cavalcante, Cláudia Valente, Maciel, Carina Elisabeth, Castro, Gardene Leão de, Mesquita, Maria Cristina das Graças Dutra, Scarel, Estelamaris Brant
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: Relações de Gênero. Políticas Afirmativas no Ensino Superior. Análise do Discurso. Curso de Agronomia. IF Goiano Urutaí
• Palavras-chave em Inglês: Gender Relations. Affirmative Policies in Higher Education. Discourse analysis. Agronomy course. IF Goiano Urutaí
• Área do conhecimento CNPq: Ciencias Humanas: Educação
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/4748

This is a research developed in the Post- graduate Stricto Sensu Program of the Pontifical Catholic University of Goiás (PUC Goiás), linked to the Society, Education and Culture line and field of research, with the objective of analyzing the discourses of young students entering the system of quotas, based on the experiences analyses of the Agronomy course at IF Goiano - Urutaí Campus. In this research, which focuses on gender relations and affirmative policies for Higher Education, it was also possible to analyze the relationships that interfere the context for the female recognition within a course historically constituted by the male gender, and additionally, how this recognition resonates in the process of constitution of the professional identity and professionality. The theoretical assumptions of the third phase of Discourse Analysis, used by Pêcheux and Orlandi, an intermediate discipline that studies the linguistic materiality marked by the historical-ideological materiality and by the Other (unconscious) were of fundamental importance for this study, as well as the conceptions of subject from psychoanalysis. Through discourse, it is believed that it is possible to analyze what is unique about each individual (s) , their unconscious and the historical marks that characterize them. The methodological strategies chosen to obtain the qualitative information for this study include three parts: the first part is based on data which was collected in the academic system of the IF Goiano, the Nilo Peçanha Platform, the Higher Education Census and the researches developed in the sense of problematizing female participation in higher education and the contribution of affirmative policies in confronting educational inequalities. The second methodological strategy relays on the application of a questionnaire with objective questions and semistructured interviews, in which it's possible to analyze the interdiscourses that support the existence of discursive formations that permeate the discourses of students of the Agronomy course, considering the Affirmative Policies. By pursuing the socio-economic questionnaire, it was possible to outline the general profile of students in the Agronomy course, based on their constant social markers, such as socioeconomic and cultural data, aspects related to studies, gender and sociabilities, and affirmative policies for higher education. The third part, the oral statements, come from semi-structured interviews, and, later, from the selection of clippings ( registers ) to compose the corpus of the research analysis. The analyses carried out bring discursive linguistic evidence that leads to the recognition: 1) the subjectivation processes of quota students in the Agronomy course are deeply influenced by ideological and unconscious components, which are closely related to the condition of being a woman; 2 these ideological and unconscious components, even nowadays, establish and determine practices, professional choices and behaviors to be accepted for men and women; 3) the socio-historically produced, legitimized and naturalized meanings, concerning the role of the women in the society and in Agronomy, were observed in the current formulations of the students, which update their discursive memory; 4) the echoes that signaled the discomfort of not being heard as a woman individual and as a professional in formation