Barra lateral del artículo
Contenido principal del artículo
jul 4, 2025
Resumen
Este artículo explora cómo la manera en que las mujeres incorporan el tiempo en las narraciones de sus experiencias influye en su decisión de no abandonar sus carreras académicas. A través de un estudio de caso único de una estudiante doctoral embarazada que enfrentó la muerte repentina de su madre, documentamos dos formas diferentes de incorporar el tiempo en las narraciones. La primera implica detener el tiempo, lo que crea un punto de quiebre en la continuidad de los acontecimientos vitales. La segunda involucra restaurar el tiempo, lo que ayuda a reparar la continuidad quebrada. Los datos fueron recolectados mediante una narrativa autobiográfica y analizados combinando análisis de contenido y semiótico. Los resultados sugieren que estas formas de incorporar el tiempo en las narraciones de experiencias permiten que éstas operen como herramientas culturales que ayudan a las mujeres a no abandonar su formación académica.
Citas
Allison, J. M. (1994). Narrative and time: A phenomenological reconsideration. Text and Performance Quarterly, 14(2), 108-125. https://doi.org/10.1080/10462939409366076
Andrews, M. (2014). Trafficking in human possibilities. In Narrative imagination and everyday life (pp. 1-24). Oxford University Press.
Andrews, M. (2020). Quality indicators in narrative research. Qualitative Research in Psychology, 17(4), 506-516. https://doi.org/10.1080/14780887.2020.1769241
Bajtín, M. M. (1981). The dialogic imagination: Four essays. University of Texas Press.
Brockmeier, J. (1995). The language of human temporality: Narrative schemes and cultural meanings of time. Mind, Culture, and Activity, 2(2), 102-118. https://doi.org/10.1080/10749039509524692
Author 1.
Author 2.
Clarà, M. (2015). Protocol of semiotic analysis of teachers' narratives on emotion and resilience. ResearchGate. https://doi.org/10.13140/RG.2.1.2798.5367
Clark-Blickenstaff, J. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386. https://doi.org/10.1080/09540250500145072
Coll, C. (2013). La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación. In Aprendizaje y educación en la sociedad digital (pp. 156-170). Universitat de Barcelona.
Coll, C., Marchesi, Á., & Palacios, J. (2017). Desarrollo psicológico y educación. Alianza Editorial.
Comisión Nacional de Investigación Científica y Tecnológica (CONICYT). (2018). Mujeres en Ciencia. CONICYT.
Emerson, C., & Holquist, M. (1981). Review of The Dialogic Imagination: Four Essays. World Literature Today, 55(4), 693-694. https://doi.org/10.2307/40136453
Engel, A., Fauré, J., Membrive, A., Merino, I., & Coll, C. (2019). The influence of parents in the discursive construction of technology-mediated learning experiences. Mind, Culture, and Activity, 26(4), 323-337. https://doi.org/10.1080/10749039.2019.1685549
Forrest, R., Lowe, R., Potts, M., & Poyser, C. (2019). Identifying the factors that influence teacher practice change in a single case study. Educational Psychology in Practice, 35(4), 395-410. https://doi.org/10.1080/02667363.2019.1623761
Frandsen, T. F., Jacobsen, R. H., & Ousager, J. (2020). Gender gaps in scientific performance: A longitudinal matching study of health sciences researchers. Scientometrics, 124(2), 1511-1527. https://doi.org/10.1007/s11192-020-03528-z
Gómez, M. T., Vicente, M. P., & Martín, H. (2019). Mujeres en la universidad española: Diferencias según sexo en el alumnado de grado. International Journal of Developmental and Educational Psychology, 2(1), 443-454. https://doi.org/10.17060/ijodaep.2019.n1.v2.1484
González, M. I., & Fernández Jimeno, N. (2016). Ciencia, tecnología y género: Enfoques y problemas actuales. Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 11(31), 51-60.
Greimas, A. J. (1983). Structural semantics: An attempt at a method. University of Nebraska Press.
Greimas, A. J. (1989a). Del sentido II: Ensayos semióticos. Gredos.
Greimas, A. J. (1989b). On meaning. New Literary History, 20(3), 539-550.
Greimas, A. J., & Ricoeur, P. (1989). On narrativity. New Literary History, 20(3), 551-562.
Greska, L. (2023). Women in academia: Why and where does the pipeline leak, and how can we fix it? Parity, 40, 60-67. https://doi.org/10.38105/spr.xmvdiojee1
Hammack, P. L., & Toolis, E. E. (2015). Putting the social into personal identity: The master narrative as root metaphor for psychological and developmental science. Human Development, 58(6), 350-364. https://doi.org/10.1159/000446054
Harding, S. (1997). Ciencia y feminismo. Morata.
Harrison, H., Birks, M., Franklin, R., & Mills, J. (2017). Case study research: Foundations and methodological orientations. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 18(1), Article 19. https://doi.org/10.17169/fqs-18.1.2655
Hermans, H. J. (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281. https://doi.org/10.1177/1354067x0173001
Huopalainen, A. S., & Satama, S. T. (2019). Mothers and researchers in the making: Negotiating 'new' motherhood within the 'new' academia. Human Relations, 72(1), 98-121. https://doi.org/10.1177/0018726718764571
Ivancheva, M., Lynch, K., & Keating, K. (2019). Precarity, gender and care in the neoliberal academy. Gender, Work & Organization, 26(4), 448-462. https://doi.org/10.1111/gwao.12350
Joffe, H. (2012). Thematic analysis. In D. Harper & A. R. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy (pp. 210-223). Wiley. https://doi.org/10.1002/9781119973249.ch15
Larraín, A., & Medina, L. (2007). Análisis de la enunciación: Distinciones operativas para un análisis dialógico del discurso. Estudios de Psicología, 28(3), 283-301. https://doi.org/10.1174/021093907782506443
Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education, 88, Article 102954. https://doi.org/10.1016/j.tate.2019.102954
McDonald, M. (2008). The nature of epiphanic experience. Journal of Humanistic Psychology, 48(1), 89-115. https://doi.org/10.1177/0022167807311878
McLean, K. C., Pasupathi, M., & Syed, M. (2023). Cognitive scripts and narrative identity are shaped by structures of power. Trends in Cognitive Sciences, 27(9), 805-813. https://doi.org/10.1016/j.tics.2023.03.006
Meschitti, V. (2020). Being an early career academic: Is there space for gender equality in the neoliberal university? In H. Lawton-Smith, C. Henry, H. Etzkowitz, & A. Poulovassilis (Eds.), Gender, science and innovation (pp. 11-34). Edward Elgar Publishing. https://doi.org/10.4337/9781786438973
Miettinen, R. (2006). The sources of novelty: A cultural and systemic view of distributed creativity. Creativity and Innovation Management, 15(2), 173-181. https://doi.org/10.1111/j.1467-8691.2006.00381.x
Morgan, A. C., Way, S. F., Hoefer, M. J., Larremore, D. B., Galesic, M., & Clauset, A. (2022). Socioeconomic roots of academic faculty. Nature Human Behaviour, 6(12), 1625-1633. https://doi.org/10.1038/s41562-022-01425-4
Nakhimovsky, A. (1988). Aspect, aspectual class, and the temporal structure of narrative. Computational Linguistics, 14(2), 29-43.
Pinto, J. C. (2019). The reading of time: A semantico-semiotic approach. Walter de Gruyter.
Ribeiro Ferreira, L., dos Santos Aléssio, R. L., & Pedrosa, M. I. (2023). Autobiographical narrative as a methodological instrument of the network of meanings. Paidéia, 33, Article e3326. https://doi.org/10.1590/1982-4327e3326
Ricoeur, P. (1980). Narrative time. Critical Inquiry, 7(1), 169-190.
Riessman, C. K. (2008). Narrative methods for the human sciences. Sage.
Rogoff, B. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In R. H. Wozniak & K. W. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121-153). Lawrence Erlbaum Associates.
Rosa, A., & Valsiner, J. (2018). The human psyche lives in semiospheres. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (pp. 13-34). Cambridge University Press. https://doi.org/10.1017/9781316662229.002
Rosa, R., Drew, E., & Canavan, S. (2020). An overview of gender inequality in EU universities. In E. Drew & S. Canavan (Eds.), The gender-sensitive university: A contradiction in terms? (pp. 1-14). Routledge. https://doi.org/10.4324/9781003001348
Rullmann, H., & Matthewson, L. (2018). Towards a theory of modal-temporal interaction. Language, 94(2), 281-331. https://doi.org/10.1353/lan.2018.0018
Ruse, J. N., Rhodes, P., Tateo, L., & Luca Picione, R. D. (2023). Remaking time: Cultural semiotic transformations of temporality during the early days of the COVID-19 pandemic and lockdown. Integrative Psychological and Behavioral Science, 57(1), 235-255. https://doi.org/10.1007/s42113-022-00157-y
Schultz, R., & Stansbury, A. (2022). Socioeconomic diversity (Working Paper No. 22-4). Peterson Institute for International Economics. https://www.piie.com/publications/working-papers/socioeconomic-diversity-economics-phds
UNESCO. (2017). Women in science (Fact Sheet No. 43). http://uis.unesco.org/sites/default/files/documents/fs43-women-in-science-2017-en.pdf
Veresov, N. N. (2016). Perezhivanie as a phenomenon and a concept: Questions on clarification and methodological meditations. Cultural-Historical Psychology, 12(3), 129-148. https://doi.org/10.17759/chp.2016120308
Vygotsky, L. (1962). Thought and language. MIT Press.
Wertsch, J. V. (1993). Voices of the mind: Sociocultural approach to mediated action. Harvard University Press.
Wertsch, J. V. (2021). How nations remember: A narrative approach. Oxford University Press.
Wertsch, J., & Batiashvili, N. (2021). Narrative. In J. Bowen, N. Dodier, J. W. Duybendak, & A. Hardon (Eds.), Pragmatic inquiry: Critical concepts for social sciences. Routledge.
Wieslander, M., & Löfgren, H. (2023). Turning points as a tool in narrative research: A tentative typology as exemplified by a case on police identity. Narrative Inquiry. Advance online publication. https://doi.org/10.1075/ni.22021.wie
Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32(2), 164-187. https://doi.org/10.1525/eth.2004.32.2.164
Yin, R. K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321-332. https://doi.org/10.1177/1356389013497081
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage.
