Epistemological obstacles in Physics textbooks: gender in Science-Technology

• Autor(a) principal: Hendges, Ana Paula Butzen
• Data de Publicação: 2022
• Outros Autores: Santos, Rosemar Ayres dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/85678
• topic: Imagens; Mulheres; Personagens da CT; Cor; Images; Women; Characters of ST; Color

The epistemological obstacles proposed by Gaston Bachelard can be understood as barriers to knowledge. In this bias, we aimed in this research to analyze obstacles of unitary and pragmatic knowledge in teaching about gender issues and Science-Technology (ST) issues present in images in high school physics textbooks. For this, we had as a corpus of analysis the twelve approved collections by the National Book and Teaching Material Program of 2018, using as methodology of analysis the Discursive Textual Analysis. From this investigations, two categories emerged, as follow: 1) Science-Technology presented as male, white and produced centuries ago and 2) Women facing obstacles regarding visibility as ST characters. The topic gender and ST can refer to an obstacle of unitary and pragmatic knowledge when generalizing male gender and white skin color person as subjects that do ST, making the other groups invisible. We note the possible presence of an uneven pattern in gender and color about people undergo ST in all textbook analyzed. We suggest the need of change representing these characters in textbooks considering women and people with skin color different from white are also successful in this area, and the ones who need this representation.