Gender inequalities in teaching Mathematics in Higher Education: a systematic review of some recent studies in Brazil

• Autor(a) principal: Almeida, Dione Alves de
• Data de Publicação: 2021
• Outros Autores: Almeida, Shirley Patrícia Nogueira de Castro e, Amorim, Mônica Maria Teixeira
• 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/2862
• topic: Docência no Ensino Superior; Matemática; Gênero; Mulheres; Teaching in Higher Education; Mathematics; Gender; Women; Docencia en Educación Superior; Matemáticas; Género; Mujer

In this study we propose to research the socio-cultural construction of Mathematics as an eminently male field. For this, we used a systematic descriptive review of the literature analyzing theses and dissertations both in the database of the Brazilian Digital Library Of Theses and Dissertations (BDTD) and in the Capes catalog, from 2000 to 2019. With the descriptors “Gender”, “Women” and “Mathematics” we found sixty-seven Works that, after applying the inclusion and exclusion criteria, reading the titles and abstract, came to lhe number of four investigations, which became part o four study corpus. In the studies analyzed, we can identify experiences that mark the invisibility of women teachers of Mathematics justified, metaphorically, by the Glass Ceiling and Crystal Labyrinth; as well as symbolic violence, which was culturally developed due to the male habitus in which this Science was built. The analyzed Works show that this habitus not only hindered the insertion of women in teaching in Mathematics in Higher Education, but also imposes obstacles to their permanence, since their proficiency in Mathematics is not recognized, their female identity is secondary, and their area of activity, when thinking about the positions occupied by men, it is discredited.