Various forms of obstetric violence are occurring in the public health services of Quito, despite World Health Organization recognition of the need for perinatal care at the highest level. Programs designed to prevent and diminish obstetric violence are urgently required.

Esta pesquisa analisa as narrativas autobiográficas de três mulheres de uma comunidade pobre próxima a Fortaleza que se formou a partir de mutirão. O objetivo é compreender o modo como produzem sentido sobre si mediante a construção de enredos. As autobiografias são estudadas em seus elementos referenciais ("o que" elas contam), textuais ("como" elas contam) e performativos (o que as narradoras "fazem" ao contar para outra pessoa sua história). No aspecto referencial, as histórias comunicam a trajetória de sofrimento precoce e contínuo associada às condições de classe social (pobreza e trabalho precarizado), de gênero (vulnerabilidade da mulher, especialmente na relação conjugal) e questões geracionais (a difícil educação dos filhos). Em termos textuais, as histórias tendem a explorar os momentos regressivos (Gergen & Gergen, 1986). No aspecto performativo, as narradoras fazem uso terapêutico da entrevista, solicitando apoio e reivindicando retoricamente uma imagem positiva de si a partir da polaridade "frágil-forte".

Objective: To describe three factors of obstetric violence in health centers that attend births in Quito, Ecuador: information; accompaniment; and free position. Method:A cross-sectional descriptive study of 388 women was conducted, focusing on the analysis of three factors of obstetric violence. This study forms part of a larger study that explores the experiences of women in childbirth in Quito between July 1, 2016 and July 1, 2017.Results: Of all procedures, the performance of episiotomies and the application of fundal pressure during the second stage of labor (Kristeller) stand out, as more than 35% of the women were not informed about them. In total, 121 (46.9%) women who gave birth vaginally were not given the opportunity to be accompanied by someone of their choice, neither in labor nor during delivery. While in the cases of cesarean deliveries, this increased to 116 (92.1%) women. A total of 119 (37.2%) women did not have the opportunity to choose their birthing position (or they did not know they could choose).During delivery, 138 (53.5%) women indicated the same. Conclusion:Obstetric violence is seen in all three components: information; accompaniment; and free position. K E Y W O R D S

Background A new instrument called EPREVO has been developed to measure obstetric violence in Ecuador and the objective of this work is to validate its reliability and structural dimensionality. Methods Using confirmatory factor analysis (CFA) with a tetrachoric correlation approach. We examined the factor structure of EPREVO, a Spanish instrument to measure obstetric violence. Kuder Richardson values were used to assess the internal consistency of the scale and dimensionality was confirmed with confirmatory factor analysis. Results Confirmatory factor analysis supported a 3-factor solution. Most item-to-factor-correlations presented moderate to strong magnitude. Total Kuder Richardson was 0.87, while for the three factors were 0.23, 0.47 and 0.94, respectively. The model’s goodness-of-fit indexes were satisfactory (χ2 = 1458.83; χ2/g.l = 2.60, p < 0.001; NNFI = 0.90; RMSEA = 0.09); most of the factor loads were greater than 0.30. A confirmatory factor analysis suggested a 3-dimensional structure of EPREVO. Conclusion The scale’s factor structure presented satisfactory validity and reliability results, except for one factor. The 30 items scale could potentially be used as an instrument for assessing obstetric violence in different healthcare settings.

ResumenEste documento propone herramientas para profesoras/es de la educación superior interesadas/os en realizar la transversalización de género desde una perspectiva interseccional. Planteamos que las y los educadores deben empezar su camino hacia una pedagogía no discriminatoria analizando sus propias prácticas y presuposiciones -en la clase y fuera de ellapara poder evaluar y transformar sus creencias y pedagogías, con el objetivo de encontrar una forma de aprender y de enseñar más crítica, política, personal y democrática; que avance en el objetivo de eliminar desigualdades basadas en género y otras diferencias. Este artículo incluye herramientas y estrategias para los ámbitos educativos, institucionales y personales, con la idea que deben ser trabajados de manera integral para generar cambios reales. Palabras Clave: Transversalización de género; pedagogía crítica y feminista; educación superior. AbstractThis article offers tools for university professors interested in incorporating an intersectional gender perspective into their work. Here we suggest that educators must begin this task by analyzing their own practices and assumptions -in and out of the classroom -in order to evaluate and transform their beliefs and pedagogies, with the goal of becoming more critical, political, personal and democratic in the ways they learn and teach. This will advance goals such as eliminating inequality based on gender and other differences. This article includes tools and strategies to employ in educational, institutional and personal spaces with the idea that these different areas must be integrated in order to create real change.