Maternity in the Brazilian CV Lattes: when will it become a reality?

Stanisçuaski, Fernanda; Zandonà, Eugênia; Reichert, Fernanda Maciel; Soletti, Rossana C.; Oliveira, Letícia; Ricachenevsky, Felipe Klein; Tamajusuku, Alessandra Sayuri Kikuchi; Kmetzsch, Lívia; Schwartz, Ida; Werneck, Fernanda P.; Ludwig, Zélia M.C.; Lima, Eliade Ferreira; Infanger, Camila; Neumann, Adriana; Brandão, Alessandra Gomes; Wiggers, Giulia Alessandra; Seixas, Adriana; Mello‐Carpes, Pâmela Billig

doi:10.1590/0001-3765202120201370

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…This group considers that funding agencies and higher education institutions should consider maternity leave as a career break, creating strategies to circumvent its negative effect on the evaluation of female scientific-technological productivity. To this end, they proposed in 2018 the inclusion of maternity leave in the Brazilian database of the Lattes curriculum, as indicated by Fernanda Staniscuaski et al (2021), a fact that came to fruition on April 15 of the year 2021 (Ministério da Ciência, Tecnologia e Inovações, 2021).…”

Section: Scientist-mothers and The Multiplied Workdaysmentioning

confidence: 99%

“…It is noteworthy that this maternity leave should be considered in funding edicts, selection, competitions, scholarships, etc., granting special conditions in the evaluation of productivity for women with daughters/children (Staniscuaski et al, 2021). Also, in this sense, basic guarantees of support for maternity deserve special attention, such as daycare centers at work and study places, extension of project and scholarship terms, specific working day policies and remuneration for female and male characters who are in a "caregiver" position (Aquino, 2006;Lima et al, 2020;Staniscuaski et al, 2021).…”

Section: Scientist-mothers and The Multiplied Workdaysmentioning

confidence: 99%

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Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

Hendges¹,

Santos²

2023

RBPEC

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Through discourses constructed in historical, cultural and social contexts, women face difficulties regarding the insertion, permanence and ascension in the scientific-technological career. In this context, we aim to understand and analyze what is shown in research on gender issues and Science-Technology (ST) in science education in Brazil. To do so, we present a qualitative research, a state of the art, which had as corpus of analysis theses and dissertations present in the repository of the Brazilian Institute of Information in Science and Technology. Methodologically, we used the Textual Discourse Analysis, from which three categories emerged, namely: (1) The discourse of women's non-belonging in ST (2) The (in)visibility of female models who did/do ST and (3) Scientist-mothers and the multiplied workdays. We realize that the feminine gender faces stereotypes and prejudices that end up influencing its inclusion and path in ST. In the search for making ST visible and showing it as a possible career for the female gender, family, school, teachers, and the promotion of public policies of support and incentive are some of the essential means for this.

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Section: Scientist-mothers and The Multiplied Workdaysmentioning

confidence: 99%

Section: Scientist-mothers and The Multiplied Workdaysmentioning

confidence: 99%

Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

Hendges¹,

Santos²

2023

RBPEC

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“…Por esta razão, o movimento dos Parent in Science está defendendo ter a maternidade registrada no CV Lattes e considerada na posse e promoção (Staniscuaski et al , 2021). É urgente, como proposto pelos autoras, que "as agências de financiamento e as universidades considerem a licença maternidade como uma interrupção de carreira e criem estratégias para contornar seu efeito negativo nas avaliações da produtividade dos pesquisadores" (Staniscuaski et al , 2021, p. 1).…”

Section: Métodosunclassified

“Ridin’ Down the Highway” - Reflections on the Trajectories of Women Professors in Academia

Nova

2022

ASAA Journal

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The meaning of career success has been researched in diverse settings and time frames. Inquiries addressing gender find that women evaluate their success in distinct ways, which tend to be different from those used by males (Dyke & Murphy, 2006). Research also demonstrates that academic women struggle to perceive themselves successful using the standard social criteria (Hoskins, 2010, 2012), a struggle that is even harder in predominantly male areas, which have rites, symbols and rhythms not build by/for women. This situation may lead to an undervaluation of women’s success in academia, related to the idea of partial success, in which objective success implies failures, drawbacks or negative consequences to other dimensions of women's lives. Bearing this in mind, my purpose is to better understand how academic women perceive their success in accounting academia in Brazil, a predominantly male area. In order to attain this goal, I examine trajectories of four female successful accounting professors in Brazil. I used a qualitative approach based on in depth interviews. My analysis allows to conclude that, to the same extent they are successful considering the so-called objective success criteria (Hoskins, 2010), by deeply examining barriers and boosters they faced during their journey, we realize the cost paid utter to a “long way to the top” but the compensations make possible “ridin’ down the highway.” More importantly, specific policies and actions would help to change the current situation by reducing costs or challenging traditional criteria used to evaluate success.

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“…Entre as primeiras ações do PiS está a criação da campanha #maternidadenolattes, na busca por um campo para sinalizar os períodos de licença-maternidade no currículo Lattes, incluído em 2021. 7 A partir da mobilização e das discussões motivadas pela campanha #maternidadenolattes, tornou-se mais evidente a necessidade de considerar os períodos de licença-maternidade na avaliação do currículo de cientistas mães. A partir de 2019, diversas universidades passaram a incluir, em seus editais internos de fomento e de programas de pós-graduação, a consideração de licença-maternidade.…”

Section: O Movimento Parent In Scienceunclassified

Parentalidade e carreira científica: o impacto não é o mesmo para todos

Mello‐Carpes

Stanisçuaski

Oliveira

et al. 2022

Epidemiol. Serv. Saúde

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Parenthood and scientific careers: the impact is not the same for everyone Parentalidad y carrera científica: el impacto no es el mismo para todosA desigualdade de gênero na ciência e os fatores responsáveis por esse fenômeno têm sido cada vez mais discutidos e pesquisados. Mundialmente, a participação das mulheres na ciência é menor que a dos homens, diminuindo ainda mais nas posições de poder, em cargos de liderança e de tomada de decisão. 1 Embora, no Brasil, estejamos caminhando para um número semelhante de cientistas homens e mulheres, a progressão na carreira científica é mais lenta e difícil para elas. Diversos cargos relacionados à academia e à ciência nunca foram ocupados por mulheres, 2 de tal forma que se encontram mais mulheres na base da carreira científica brasileira, enquanto no topo, mais homens -o conhecido efeito-tesoura. 2,3 Os fatores que ajudam a entender esse fenômeno são diversos, incluindo desde determinantes culturais, relacionadas ao papel social atribuído a homens e mulheres, até questões relacionadas ao preconceito explícito, assédio, violências diversas e viés implícito, afastando as mulheres do ambiente hostil que a academia frequentemente assume. 4 Nesse conjunto de múltiplos fatores, insere-se a maternidade. 5,6 A parentalidade traz consigo grandes e diferentes responsabilidades, que podem impactar a carreira de cientistas, e a comunidade acadêmica deve estar ciente desse impacto, que não é igual para homens e mulheres.

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Maternity in the Brazilian CV Lattes: when will it become a reality?

Cited by 11 publications

References 4 publications

Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

“Ridin’ Down the Highway” - Reflections on the Trajectories of Women Professors in Academia

Parentalidade e carreira científica: o impacto não é o mesmo para todos

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