O per-tecer do maternar no stricto sensu: tessituras da invisibilidade materna nas políticas públicas educacionais

Abstract

This thesis presents an investigation into maternal invisibility in Public Educational Policies in stricto sensu programs. I will problematize the fabric of the construction of subjects based on gender relations, analyzing the discursivities involved in education plans (Louro, 1997), at the federal, state and municipal levels and, subsequently, I will analyze how possible intertwinings of resistance arise from the strength of maternal collectives. I will base myself on the perceptions between virtual spaces on social networks, especially Instagram, through the discourses of stricto sensu student mothers in public reports. As a theoretical-methodological framework, I used discourse analysis (Orlandi, 2003) inferring positions of power (Foucault, 1999) in the construction of public educational policies (Altmann, 2003). I assume that cyberfeminism (Lemos, 2009), as a tool for emancipation and amplification of women's voices, puts pressure on insurgent maternal epistemologies in contemporary times. To this end, I took feminist epistemologies and the theory of gender relations studies as a basis, based on the contributions of Perrot (2005) and Scott (1992, 2012). The research points to gender asymmetries, composing the field of Educational Public Policies, outlining a profound symbolic violence intrinsic in gender inequality for mothers in postgraduate studies, theoretically anchored in the data from Parent in Science (2023).