Modes of academic production among adult women in public universities: an autobiographical study on teacher training

Abstract

This article delves into the specific ways in which women develop and exercise their academic production within public universities. Through autobiographical research, it recovers the scientific sensibilities cultivated throughout their personal and professional trajectories, and how these are intertwined with being academics. The research focuses on understanding the participants’ lived experiences, revealing the strategies they employ in a context that has historically been dominated by male perspectives. Special attention is paid to how family responsibilities, social expectations, and previous experiences influence their modes of intellectual production. It seeks to assess community contributions that, beyond pedagogical mediation, highlight modes of production that transcend rigidity, control, and individuality. Furthermore, it aims to generate reflection on university structures and how they can foster more inclusive environments with social justice.