Aposentadoria e trabalho com a permanência de professoras aposentadas nos programas de pós-graduação da UFAM: dois pesos e duas medidas

Abstract

The research aimed to analyze the social and economic aspects that lead retired women from UFAM higher education to remain in teaching in a neoliberal context of social security counter reform. The specific objectives proposed: to analyze the processes of social security counter-reform that directly and indirectly affect working women in higher education; identify the social and economic aspects that involve the permanence of women in higher education after retirement and understand how women conceive the continuity of labor after retirement. The work, of an analytical nature, was guided by historical-dialectical materialism, which allowed us to understand the contradictions of social relations established in the sociability of capital. This method made it possible to analyze the impacts of the crises of capitalism on social security rights and working conditions of retired women, placing the object of this research in a Marxist, historical, political, and economic context. Among the main results that this study showed out (1) working women who built a career in higher education within the public university, broke social, political, institutional and even racial barriers; (2) that the permanence of retired women in the labor market, especially in the higher teaching of UFAM, reveals dimensions that go beyond individual choice. This decision implies relevant social and economic impacts. Socially, these women challenge stereotypes of aging and gender, reaffirming their productive and intellectual capacity in a space historically marked by inequalities. Economically, their work continuity contributes to personal and family financial support, in addition to representing a response to the limitations of social security policies and the precariousness of living conditions in retirement; (3) that the permanence women in higher teaching after retirement is related to multiple social and economic factors. Among them, the need for the maintenance of research, the symbolic appreciation of teaching work and the desire to maintain institutional and social links with the university stand out. This implies the need to rethink educational and social security policies, so that they include the feminist, anti-capacist, anti-racist and Amazonian visions, through listening to the territories, the appreciation of popular knowledge and the recognition of women’s invisible work, thus enabling the construction of a truly public, inclusive university committed to social transformation.