Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior

Detalhes bibliográficos
Autor(a) principal: Gomes, Marcia Cristina
Data de Publicação: 2015
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/3652
Resumo: The study presented herein examines the inclusion of women in academic teaching in the fields of science and technology and it attempts to understand their educationand working conditions. Furthermore, it aims to analyze social values developed in the academic environment and its implications on the (re)production of gender prejudice; and observe how these elements are being debated with the prospect of overcoming this prejudice. Therefore, we intend to establish relationships among society, culture and socialization in order to comprehend social depictions of women and their structure in the context of Western societies, and also to reflect on the modern social and scientific thought as the foundation for new prejudice and discrimination practices against women. We recapture women formal education history, as well as we analyze teaching in higher education from a gender perspective. The theoretical hypothesis of this work was built to understand the role of women in an substantially masculine area, connected to an intellectual field considered abstract, objective and rational. This work is transdisciplinary for putting a socioeducational study into a historical perspective, considering it is part of gender studies to understand social relations established between men and women in a given society, from the representations that are built and its impacts on formal education, specifically regarding an academic teaching career, by field of knowledge. The study has a qualitative nature, accomplished through oral history of life. However, to support what was proposed, other research techniques were used, such as bibliographic and documentary researches, using data provided by international organizations, censuses, national research institutes, statistical yearbooks and indicators of selection processes for undergraduate courses admissions. Studying this theme is justified by its relevance when it is discussed the prospect of building a multicultural society, and, consequently, less prejudicial and discriminatory and with gender equality. The consistent patterns detected in field research were: the choice for acamic teaching occursas a result of this being considered a less discriminatory area than the industrial field; substantial development of skills related to logical thinking fields, with family encouragement to develop these abilities,regardless of having parents in this area or not; multiple working hours are granted;being a mother with children in the infancy stage has become an obstacle for those working with research projects; and gender distinction whenever there is the need to prove professional qualification
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spelling Garcia, Carla Cristinahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730388Y6Gomes, Marcia Cristina2016-04-26T14:55:22Z2015-06-192015-05-11Gomes, Marcia Cristina. Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior. 2015. 280 f. Tese (Doutorado em Ciências Sociais) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/3652The study presented herein examines the inclusion of women in academic teaching in the fields of science and technology and it attempts to understand their educationand working conditions. Furthermore, it aims to analyze social values developed in the academic environment and its implications on the (re)production of gender prejudice; and observe how these elements are being debated with the prospect of overcoming this prejudice. Therefore, we intend to establish relationships among society, culture and socialization in order to comprehend social depictions of women and their structure in the context of Western societies, and also to reflect on the modern social and scientific thought as the foundation for new prejudice and discrimination practices against women. We recapture women formal education history, as well as we analyze teaching in higher education from a gender perspective. The theoretical hypothesis of this work was built to understand the role of women in an substantially masculine area, connected to an intellectual field considered abstract, objective and rational. This work is transdisciplinary for putting a socioeducational study into a historical perspective, considering it is part of gender studies to understand social relations established between men and women in a given society, from the representations that are built and its impacts on formal education, specifically regarding an academic teaching career, by field of knowledge. The study has a qualitative nature, accomplished through oral history of life. However, to support what was proposed, other research techniques were used, such as bibliographic and documentary researches, using data provided by international organizations, censuses, national research institutes, statistical yearbooks and indicators of selection processes for undergraduate courses admissions. Studying this theme is justified by its relevance when it is discussed the prospect of building a multicultural society, and, consequently, less prejudicial and discriminatory and with gender equality. The consistent patterns detected in field research were: the choice for acamic teaching occursas a result of this being considered a less discriminatory area than the industrial field; substantial development of skills related to logical thinking fields, with family encouragement to develop these abilities,regardless of having parents in this area or not; multiple working hours are granted;being a mother with children in the infancy stage has become an obstacle for those working with research projects; and gender distinction whenever there is the need to prove professional qualification0 estudo apresentado discorre sobre a inserção de mulheres na docência da educação superior, nas áreas de ciência e tecnologia e tem por objetivos compreender as condições de formação e de trabalho. Além disso, visa analisar valores sociais desenvolvidos no espaço acadêmico e suas implicações na (re)produção de preconceitos de gênero e perceber de que forma esses aspectos são problematizados na perspectiva de sua superação. Para tanto, pretende-se estabelecer relações entre sociedade, cultura e socialização, para a compreensão das representações sociais do feminino e sua configuração no contexto das sociedades ocidentais; como também, refletir sobre o pensamento social e cientifico moderno como base para novas praticas de preconceito e discriminação contra as mulheres. Resgata-se a trajet6ria da educação formal de mulheres, assim como, analisa-se, numa perspectiva de gênero, a docência na educação superior. 0 pressuposto te6rico desse trabalho foi construído para compreender a atuação das mulheres numa área predominantemente masculina, vinculada a um campo intelectual considerado abstrato, objetivo e racional. 0 presente trabalho e de natureza transdisciplinar por imbricar o estudo s6cio educacional numa perspectiva hist6rica, pois parte-se do estudo de gênero para compreender as relações sociais que se estabelecem entre homens e mulheres numa dada sociedade, a partir das representações que são construídas e suas implicações na educação formal, precisamente no tocante a carreira docente na educação superior, por campo de saber. 0 estudo e de natureza qualitativa, por meio da hist6ria oral de vida. Todavia, para dar suporte ao proposto, foram utilizadas técnicas de pesquisa como a bibliográfica e a documental, por meio de dados fornecidos por organismos internacionais, censos, institutos nacionais de pesquisa, anuário estatístico e indicadores de processos seletivos de acesso aos cursos de graduação. Justifica-se o estudo desse tema por considera-lo relevante no momento em que se discute a perspectiva da construção de uma sociedade plural e, portanto, menos preconceituosa e discriminat6ria e com justiça de gênero. As regularidades observadas na pesquisa de campo foram: a opção pela docência dá-se em função de considera-lamenos discriminat6ria do que o espaço da indústria; considerável desenvolvimento de habilidades para a área de exatas, com incentivo familiar para o aperfeiçoamento dessa capacidade de raciocínio lógico, independente dos pais serem ou não dessa area;presenca de múltiplas jornadas de trabalho; a condição de mãe com filhos na fase infantil, tem se constituído uma barreira para aquelas que trabalham com projetos de pesquisa; e diferencial de gênero presente na questão da competência profissionalapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/12341/Maria%20Cristina%20Gomes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Ciências SociaisPUC-SPBRCiências SociaisGêneroMulheresCiência e tecnologiaDocênciaEducação superiorGenderWomenScience and technologyTeachingHigher educationCNPQ::CIENCIAS SOCIAIS APLICADASCiência e tecnologia: desequilíbrios de gênero na docência da educação superiorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Cristina Gomes.pdf.txtMaria Cristina Gomes.pdf.txtExtracted texttext/plain574060https://repositorio.pucsp.br/xmlui/bitstream/handle/3652/3/Maria%20Cristina%20Gomes.pdf.txt97f37c07fbb83a2737bccde3a337793fMD53ORIGINALMaria Cristina Gomes.pdfapplication/pdf3463277https://repositorio.pucsp.br/xmlui/bitstream/handle/3652/1/Maria%20Cristina%20Gomes.pdf604fe56499e9a3262e601845fc6b7138MD51THUMBNAILMaria Cristina Gomes.pdf.jpgMaria Cristina Gomes.pdf.jpgGenerated Thumbnailimage/jpeg3073https://repositorio.pucsp.br/xmlui/bitstream/handle/3652/2/Maria%20Cristina%20Gomes.pdf.jpgae418d7691685350de9f7ad8bb1ee713MD52handle/36522022-04-28 18:38:57.926oai:repositorio.pucsp.br:handle/3652Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T21:38:57Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
title Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
spellingShingle Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
Gomes, Marcia Cristina
Gênero
Mulheres
Ciência e tecnologia
Docência
Educação superior
Gender
Women
Science and technology
Teaching
Higher education
CNPQ::CIENCIAS SOCIAIS APLICADAS
title_short Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
title_full Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
title_fullStr Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
title_full_unstemmed Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
title_sort Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior
author Gomes, Marcia Cristina
author_facet Gomes, Marcia Cristina
author_role author
dc.contributor.advisor1.fl_str_mv Garcia, Carla Cristina
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730388Y6
dc.contributor.author.fl_str_mv Gomes, Marcia Cristina
contributor_str_mv Garcia, Carla Cristina
dc.subject.por.fl_str_mv Gênero
Mulheres
Ciência e tecnologia
Docência
Educação superior
topic Gênero
Mulheres
Ciência e tecnologia
Docência
Educação superior
Gender
Women
Science and technology
Teaching
Higher education
CNPQ::CIENCIAS SOCIAIS APLICADAS
dc.subject.eng.fl_str_mv Gender
Women
Science and technology
Teaching
Higher education
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS SOCIAIS APLICADAS
description The study presented herein examines the inclusion of women in academic teaching in the fields of science and technology and it attempts to understand their educationand working conditions. Furthermore, it aims to analyze social values developed in the academic environment and its implications on the (re)production of gender prejudice; and observe how these elements are being debated with the prospect of overcoming this prejudice. Therefore, we intend to establish relationships among society, culture and socialization in order to comprehend social depictions of women and their structure in the context of Western societies, and also to reflect on the modern social and scientific thought as the foundation for new prejudice and discrimination practices against women. We recapture women formal education history, as well as we analyze teaching in higher education from a gender perspective. The theoretical hypothesis of this work was built to understand the role of women in an substantially masculine area, connected to an intellectual field considered abstract, objective and rational. This work is transdisciplinary for putting a socioeducational study into a historical perspective, considering it is part of gender studies to understand social relations established between men and women in a given society, from the representations that are built and its impacts on formal education, specifically regarding an academic teaching career, by field of knowledge. The study has a qualitative nature, accomplished through oral history of life. However, to support what was proposed, other research techniques were used, such as bibliographic and documentary researches, using data provided by international organizations, censuses, national research institutes, statistical yearbooks and indicators of selection processes for undergraduate courses admissions. Studying this theme is justified by its relevance when it is discussed the prospect of building a multicultural society, and, consequently, less prejudicial and discriminatory and with gender equality. The consistent patterns detected in field research were: the choice for acamic teaching occursas a result of this being considered a less discriminatory area than the industrial field; substantial development of skills related to logical thinking fields, with family encouragement to develop these abilities,regardless of having parents in this area or not; multiple working hours are granted;being a mother with children in the infancy stage has become an obstacle for those working with research projects; and gender distinction whenever there is the need to prove professional qualification
publishDate 2015
dc.date.available.fl_str_mv 2015-06-19
dc.date.issued.fl_str_mv 2015-05-11
dc.date.accessioned.fl_str_mv 2016-04-26T14:55:22Z
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dc.identifier.citation.fl_str_mv Gomes, Marcia Cristina. Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior. 2015. 280 f. Tese (Doutorado em Ciências Sociais) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/3652
identifier_str_mv Gomes, Marcia Cristina. Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior. 2015. 280 f. Tese (Doutorado em Ciências Sociais) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.
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