MATERNIDADE E A PERMANÊNCIA VIVENCIADA POR ESTUDANTES EM PEDAGOGIA DO IFPA

Abstract

This article analyzes the challenges faced by mothers/students in the Pedagogy Degree program at IFPA Belém Campus. The study aims to analyze mothers' perceptions of their academic trajectory, understand the importance of institutional and family support during the course, and investigate how the experience of motherhood impacts students' studies. Exploratory in nature, the research combines a bibliographical survey and a qualitative approach, including semi-structured interviews with students and administrators. From the responses, thematic categories emerged that guided the critical analysis of the data. This analysis was based on Minayo (2001) and Gil (1999), emphasizing the meanings, contradictions, and experiences of the participants. The data were interpreted in dialogue with theoretical frameworks, strengthening the reflection on motherhood in higher education. The results reveal that the lack of adequate infrastructure, such as breastfeeding rooms and playrooms, intensifies the students' overload, hindering their retention in the program. Despite the administration's recognition of the demand, the implemented actions remain insufficient. Therefore, it is recommended that institutional policies be implemented and adequate infrastructure be created. Implementing these measures can reduce dropout rates and ensure equitable course completion, strengthening the democratization of higher education.