HISTÓRIAS DE VIDA E FORMAÇÃO DOCENTE DE MULHERES NA PEDAGOGIA EAD

ABSTRACT/RESUMO: This article analyzes the admission, persistence, and expectations of female students enrolled in the UAB’s distance education (DE) Pedagogy program at a federal institution in Rio Grande do Sul, Brazil. It is based on the premise that DE is an important pathway to higher education for women, given the challenges they face. This qualitative and descriptive study examines educational memories using Bardin’s (2011) content analysis, aiming to understand key factors influencing course retention and expectations regarding teacher education. The findings indicate that structural and cultural barriers hinder both access and persistence in the program, but also strengthen students’ sense of empathy and commitment to teaching. DE is seen as a facilitator due to its flexibility, accessibility, and autonomy. The study highlights the need to consolidate DE as a space for listening, support, and personal growth, in addition to professional training. KEYWORDS: DE. Pedagogy. Women Students. Memories. Teacher Education.