Os desafios da dupla jornada: vivências de jovens mulheres que estudam e trabalham

Abstract

This study aims, in general, to understand the challenges faced by young working student women in the evening Pedagogy program at the Federal University of Alagoas and how these challenges affect their persistence in higher education. Specifically, it seeks to: identify the main difficulties in balancing work and study; evaluate the effectiveness of institutional retention policies; understand the strategies adopted to cope with this double shift; and reflect on the impacts of this accumulation of roles on academic development and the well-being of these students. Furthermore, the study aims to contribute to the discussion on student support, public policies, and equity in higher education based on the experiences of these students. In light of these challenges, the following research question was formulated: what are the main challenges faced by young women who need to balance work with persistence in higher education, and what institutional public policies exist to support them? This is a qualitative study with a (self)biographical focus in education, based on interviews conducted with three evening students between the fifth and sixth semesters of the program. The results indicate that working students face significant challenges in remaining at the university, ranging from physical and mental exhaustion to limited time for study and participation in academic activities. Nevertheless, the desire to obtain a degree and access better opportunities in the future proves to be an essential motivational factor for their persistence. Regarding institutional policies, it was observed that, although student support programs exist, they are not fully effective in meeting the specific needs of these students, who often must forgo moments of rest and leisure to cope with academic and professional demands. Analysis of the narratives revealed that material persistence largely depends on financial aid, such as scholarships, while symbolic persistence is influenced by a sense of belonging and institutional support. However, the workload overload compromises a fully engaged academic experience, hindering participation in research and extension projects. The study concludes that the persistence of working students is characterized by the sacrifice of rest and leisure time and by the search for symbolic support, despite the insufficiency of existing student assistance policies. The findings also emphasize the need for more comprehensive and flexible internal public policies that consider the realities of working students, allowing greater inclusion and support throughout their academic trajectory. Additionally, the study highlights the importance of expanding the debate on conditions for persistence in higher education, especially for working-class women, whose experiences remain underrepresented in academic research.