Abstract
The presence of women professors in higher education has been recently achieve and has been consolidated amid challenges, especially in fields of knowledge that are dominated exclusively by men, as is the case of theology. Here, women need to produce political strategies by means of situated practices to assert themselves as knowledgeable, overcoming gender barriers of the male symbolic order. Thus, this study aims to analyze the academic practices of women professors, specifically in supervising academic studies and publications, showing the meanings produced for the process of ethical subjectivation or self-agency. The study is based on the narratives of 14 professors who worked in three Catholic institutions. The contents of the narratives are analyzed from a feminist theoretical framework and gender studies, with a post-structuralist perspective and definitions that involve relationships of power and its effects, and the processes of resistance and ethical subjectivation. Results indicate that the academic action of teachers produces a counter-memory effect to a feminine model of the masculine symbolic order. For this, they interact with the existing dynamics of power, neutralizing the facts of a globalizing knowledge, as a political strategy of subjectivation or ethical self-agency.
Female teaching; Higher education; Academic practices; Ethical subjectivation