2024-10-292024-10-292024-08-09https://repositorio.ifal.edu.br/handle/123456789/752This research is about my experience as a woman, mother and student in teacher training. The objective is to analyze how mothers' experiences and identities are developed and understood in the academic context. To this end, the following specific objectives were defined: to present the evolution of the mother's role in society over time; investigate how the social construction of gender influences social perceptions and expectations regarding the roles of men and women in society and understand how mothers' reality and identity are formed and shaped during the training process. The theoretical basis of this research is based on authors such as Freire (1997), who addresses the view of the teacher as an aunt; Bourdieu (2012), which deals with domination; Prado and Soligo (2005) and Passeggi (2008), which discuss formative memories; and Badinter (1985), which explores the myth of maternal love, as well as other authors who contribute significantly to the discussion. The study consists of descriptive research, with results treated in a qualitative manner, based on the collection of information from secondary sources, including a bibliographic review. As research sources, in order to collect the theoretical framework, books, articles and websites related to the topic were used. By collecting information throughout the research and analyzing this information, it was possible to conclude that, although student mothers demonstrate great resilience and determination, the lack of adequate institutional support significantly hinders their academic journey. The research highlights the importance of more inclusive policies and specific support for these women, in order to promote greater equity in the educational environment.ptLetras – PortuguêsFormação docenteMães estudantesConciliação acadêmicaFormação docente feminina – Apoio institucionalMothers studentsTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS