Avaliação das ações da política de assistência estudantil do IFCE a partir das necessidades específicas das discentes mães do Campus Acaraú

Abstract

The social position which women hold, especially the ones who are mothers, has been inferior to men’s, as we can see through the history of society. Historical documents, statistics, theories, lived and shared experiences among women aroused a critical look over the problems faced by these subjects in their everyday lives. Having my own professional insertion in mind, as a social assistant at IFCE campus Acaraú, and as a student at MAPP/UFC, it was decided to evaluate the Student Assistance Policy from IFCE, going over the specific necessities of the students who are mothers which study at the campus of Acaraú. The evaluation perspective in depth (RODRIGUES, 2008) was taken as one of the methodologies to guide the execution of this research. The examination of the Student Assistance Policy of IFCE pointing out four aspects: historical context of its constitution; the journey this Policy went through at IFCE; the analysis of the norms content of this Policy; and the temporal and territorial ranges of the establishment of the mentioned Policy at the campus of Acaraú. Linked to this method, we also used materialistic dialectic feminist theories to build up analysis about the life conditions of the student mothers. Saffioti (2005) explains how the patriarchal system is on the basis of the gender relations between men and women, supporting the domination of the former upon the latter. Inside this context, we have observed the development of the capitalist methods of production, through the seizing of the relations of patriarchal domination, intensifying the exploitation of women on the public and private domains. This way, the social relations reproduced in the capital world result in the subordination of women in all areas. The students who are mothers at the campus Acaraú live under differentiated cirscumstances, which make harder for them to advance in their academic lives, when compared to the students who do not have children. The invisibility and naturalisation of the reproductive non-paid work, carried out by the students who are mothers, are in the center of their exploitation and oppression suffered by them. Therefore, we defend that the Student Assistance Policy of IFCE make this set of aspects clear so that specific actions for the students who are mothers can be thought and executed in the institution, in order to use this Policy as an instrument of combat against gender inequalities.