<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100307</article-id>
<article-id pub-id-type="doi">10.1590/1980531410244</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BARREIRAS E SUPORTES NA CARREIRA ACADÊMICA EM MATEMÁTICA: UMA QUESTÃO DE GÊNERO?]]></article-title>
<article-title xml:lang="en"><![CDATA[BARRIERS AND SUPPORTS IN THE ACADEMIC CAREER IN MATHEMATICS: A GENDER ISSUE?]]></article-title>
<article-title xml:lang="es"><![CDATA[BARRERAS Y APOYOS EN LA CARRERA ACADÉMICA EN MATEMÁTICAS: ¿UNA CUESTIÓN DE GÉNERO?]]></article-title>
<article-title xml:lang="fr"><![CDATA[OBSTACLES ET APPUIS À LA CARRIÈRE ACADÉMIQUE EN MATHÉMATIQUES: UNE QUESTION DE GENRE ?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Daniele Aparecida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalari]]></surname>
<given-names><![CDATA[Mariana Feiteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Estadual de Educação de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Brazópolis MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho objetivou identificar fatores que graduandos e pós-graduandos percebem como barreiras ou suportes na carreira acadêmica em matemática e analisar suas relações com o gênero dos estudantes. Para a coleta de dados foram utilizados questionários e entrevistas com acadêmicos de duas instituições brasileiras. Os dados foram analisados com base em âmbitos citados na literatura, a saber: interno/individual; social; parental/familiar; institucional/escolar; ambiental; e financeiro. Os estudantes citaram percepções de mais suportes que barreiras ao longo das trajetórias, e entende- -se que as barreiras podem afetar principalmente as estudantes. Foram identificadas inter-relações entre os âmbitos investigados e a forte influência de fatores sociais em todos eles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aimed to identify factors that undergraduate and graduate students perceive as barriers or supports in the academic career in mathematics, and to analyze their relationship with students&#8217; gender. The data was collected using questionnaires and interviews with academics from two Brazilian institutions, and was analyzed based on areas cited in the literature, namely: internal/individual, social, parental/family, institutional/school, environmental, and financial. Students reported perceiving more support than barriers throughout their careers, and it is understood that the barriers may mainly affect female students. Interrelationships were identified between the areas investigated and the strong influence of social factors in all of them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tuvo como objetivo identificar factores que estudiantes de pregrado y posgrado perciben como barreras o apoyos en su carrera académica en matemáticas y analizar sus relaciones con el género de los estudiantes. Para la recolección de datos se utilizaron cuestionarios y entrevistas con académicos de dos instituciones brasileñas. Los datos fueron analizados con base en las áreas citadas en la literatura, a saber: interna/individual; social; parental/familia; institucional/escuela; ambiental; y financiera. Los estudiantes citaron percepciones de más apoyo que barreras a lo largo de sus trayectorias, y se entiende que las barreras pueden afectar principalmente a las estudiantes. Se identificaron interrelaciones entre las áreas investigadas y la fuerte influencia de factores sociales en todas ellas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif de cette étude était d&#8217;identifier les facteurs que des universitaires perçoivent comme des obstacles ou des appuis à la carrière universitaire en mathématiques et d&#8217;analyser les rapports avec leur genre. Des questionnaires et des entretiens avec des universitaires de deux institutions brésiliennes ont été utilisés pour collecter les données. Celles-ci ont été analysées à partir de domaines cités dans la littérature, à savoir: interne/individuel, social, parental/familial, institutionnel/scolaire, environnemental et financier. Les étudiants ont eu tendance à percevoir plus de facilitateurs que d&#8217;obstacles au long de leur parcours tout en admettant que ces obstacles affectaient plutôt les étudiantes. Des interrelations ont été identifiées ainsi bien qu&#8217;une forte influence de facteurs sociaux sur tous les domaines recherchés.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[RELAÇÕES DE GÊNERO]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DE MATEMÁTICA]]></kwd>
<kwd lng="pt"><![CDATA[MULHERES]]></kwd>
<kwd lng="en"><![CDATA[GENDER RELATIONS]]></kwd>
<kwd lng="en"><![CDATA[MATHEMATICS TEACHING]]></kwd>
<kwd lng="en"><![CDATA[WOMEN]]></kwd>
<kwd lng="es"><![CDATA[RELACIONES DE GÉNERO]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE LAS MATEMÁTICAS]]></kwd>
<kwd lng="es"><![CDATA[MUJERES]]></kwd>
<kwd lng="fr"><![CDATA[RELATIONS DE GENRE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT DES MATHÉMATIQUES]]></kwd>
<kwd lng="fr"><![CDATA[FEMMES]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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