Tornar-se mãe no processo formativo: um memorial de trajetórias de mulheres artistas-educadoras

Abstract

This formative memorial presents a reflection on the trajectory of women artist-educators who experience the training process within the university, highlighting the paths and transformations involved in becoming a Visual Arts teacher, in dialogue with the experiences of motherhood and of being a woman in the field of art education. Based on life stories, self-writing, and biographical narratives, this work seeks to understand how personal experiences, affective marks, maternal responsibilities, and sensitive forms of learning shape ways of being, creating, and teaching. Motherhood—understood as a complex, powerful, and challenging experience—intertwines with the aesthetic, ethical, and political formation of women who balance academic studies, work, artistic creation, and the care of their children. In this memorial, I recount aspects of my own trajectory, articulating personal experiences with theoretical references from education, art, and psychology, producing a narrative fabric that reveals resistance, confrontations, and discoveries throughout the process of becoming a mother and, simultaneously, a teacher-artist. Methodologically, the research is grounded in the (auto)biographical method, with Life History as its main basis. This approach is structured around three key aspects: first, considering Life History—or the Life Histories of the narrators—as a phenomenon; second, understanding Life History as a research methodology, through the narrative act intertwined with other sources; and third, recognizing the process of self-knowledge and identity construction as a constitutive movement of the investigation. Thus, this memorial reveals the strength of everyday experiences as a formative principle and underscores the importance of acknowledging the trajectories of women who build their paths at the intersection of mothering, art, and education.