O trabalho científico e as dimensões de gênero em sala de aula: desdobramentos a partir de elementos de natureza da ciência

Abstract

Science teaching is a way to build a critical view when it considers science as a tool for knowledge and inclusion, able to identify key issues for social development. The present research is inserted in the studies about Nature of Science (NoS), as well as in the discussions about the role of gender in society and in Science. Elements of NoS approach emerge as a critical educational tool, attentive to demystify the deformed views of science and scientific work. In this sense, the goal of this research is to observe which views about Science and scientists are expressed by 2nd grade students; and also to verify if gender dimensions in Science can emerge as an unfolding of a didactic sequence that works elements of NoS. We analyzed a didactic sequence conducted by a literacy teacher in a class of 25 children in the 2nd grade of elementary school. The data were generated from questionnaires with texts and illustrations produced by the students, in addition to video and field diary records as a tool to analyze the discussion about the work of a scientist. Our analyses showed abundant manifestation of the elitist and individualistic vision of scientific work, where the scientist is solitary in his/her laboratory. We also highlighted the manifestation of a rigid and infallible vision of the scientist, where there is a representation of the mythical and infallible scientific work. It was possible to identify in the development of the didactic sequence the emergence of gender issues, which are close to the elitist vision of science, attributing to the scientist the characteristics traditionally related to masculine. We discuss implications of these results for pedagogical practice, especially with regard to the presence of women in the scientific universe.