Mulheres Atenas maranhenses: trajetória das mulheres na Filosofia e memórias das primeiras professoras do Departamento de Filosofia da UFMA

Abstract

This study investigates WOMEN ATHENS MARANHENSES: trajectory of women in Philosophy and memories of the first teachers of the Department of Philosophy at UFMA. It is the product of research linked to the Study and Research Group on Education, Women and Gender Relations (GEMGE) which aims to analyze the performance and challenges of the first professors of the Philosophy Department of the Federal University of Maranhão in this space, through their narratives, highlighting their protagonism and possible contributions in that space. Its specific objectives are: to reveal the trajectory of women in the History of Philosophy, as well as the speeches reproduced about them; recognize the presence and participation of women in Brazilian Higher Education, with emphasis on the Philosophy Course at UFMA; to identify the female presence in the faculty of the Philosophy Department of the Federal University of Maranhão, in the year of its creation, 1979, seeking to understand how this admission was configured; and, describe the memories of women teachers of philosophy and the challenges experienced in the course of their professionalization. It is a qualitative, bibliographic and field research in which semi-structured interviews were applied with six professors, recording the narratives with the assumptions of the Oral History of their performance in the exercise of teaching. For this study, we used theoretical support: Chartier (2010), Le Goff (1996), Motta (2003), Menezes (2002), Nunes (2000), Pacheco (2016), Perrot (2005), Rosa (2012), among other authors. Through the categories: Woman in Philosophy, Memory, Teaching and Gender, it was noticed in the study the trajectory of women in Philosophy, as well as the performance of the first professors of the Department of Philosophy at UFMA from the different understandings of these teachers regarding the condition to be a woman in the exercise of the profession, in a mostly male space. Also, the differences in the epistemic voices were observed, due to their social origins and reasons for choosing the profession, boosted their protagonism in the different contexts of Higher Education. They overcame challenges in gender relations and were enthusiastic in the exercise of their profession and sought to qualify for better performance in teaching using investigative dialogues, at meetings, in the organization of academic events.