Mães Estudantes na Universidade: Barreiras e Facilitadores à permanência acadêmica no campus sede da Universidade Federal do Amazonas (UFAM)

Abstract

Studies on environmental docility based on Lawton’s ecological model of aging have expanded the understanding of human well-being and quality of life by describing environmental characteristics that can either increase or reduce barriers to access and permanence in different spaces. Initially focused on the elderly population, particularly for interventions in long-term care institutions, the model has now been extended to other contexts and groups in order to address diverse demands.From this perspective, the present study adopted a qualitative and multimethodological approach, initially using an online questionnaire to identify and select participants, followed by walk-along interviews, which enabled an in-depth understanding of the experiences of women who are both mothers and students in their university daily lives. The study included seven mothers regularly enrolled in undergraduate programs at the Federal University of Amazonas (UFAM – Manaus Campus). The results revealed the presence of institutional and structural barriers that hinder these students’ permanence, such as limitations in infrastructure, the absence of adequate spaces for children, insufficient support policies, and high levels of environmental pressure. At the same time, the study highlighted, through the participants’ narratives, the strategies they developed to reconcile motherhood and academic life. Thus, this research contributes to theoretical and methodological advancements in the fields of Environmental Psychology and Education by fostering reflections on gender, motherhood, and the university environment. Furthermore, it underscores the importance of developing more inclusive and environmentally sustainable institutional policies aimed at supporting the permanence and inclusion of mothers in higher education.