Gender equity in Scientific Education: an approach to teacher education

• Autor(a) principal: Sachs, Juliane Priscila Diniz
• Data de Publicação: 2022
• Outros Autores: Souza, Denise Caroline de, Costa, Priscila Caroza Frasson, Batista, Irinéa de Lourdes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3686
• topic: Mulheres na Ciência; Prática Reflexiva Reconstrutiva Social; Educação Científica Sensível ao Gênero; Equidade de Gênero; Women in Science; Reflective Social Reconstructive Practice; Gender Sensitive; Science Education; Gender Equity; Mujeres en la Ciencia; Práctica Reflexiva Reconstructiva Social; Educación Científica Sensible al Género; Equidad de Género

Historically, science has discriminated against, underrepresented and made women invisible. This discourages girls from getting involved in science, and contributes to gender disparities in society. Science teaching also reflects this pattern. It can be seen that teachers are not prepared to identify and work with gender issues. Thus, the goal was to identify, reunite and integrate epistemological, axiological, didactical, and technical-scientific elements in order to compose a didactical approach to initial education of teachers about gender equity in Science Education. The investigative methodology was the approach methodological and epistemological praxis. The theoretical basis was elaborated from different scientific fields such as Biology (FAUSTO-STERLING, 2012), Science Didactics (BATISTA, 2011, 2016) and Philosophy (LACEY, 2008), among others. We conclude that the investigative process of the resulting proposal articulated, problematized, and integrated complex contexts for the development of multiple, manifold, and integrated teaching knowledge.