Social representations of science and gender in Science teaching
Journal Title: Práxis Educativa - Year 2017, Vol 12, Issue 3
Abstract
This paper analyzes the Social Representations (SR) of teachers regarding the Nature of Science (NoS), gender issues in society, Science and in the teaching context. The theoretical approach is Moscovici’s SR associated to NoS discussions, Science feminist theories and Teaching of Science. A number of twenty-two teachers were part of this research. Data were collected through the filmic record. The lexical analysis was performed using the Alceste software. Four classes were formed: NoS, Gender and women in Science, Gender and teaching context, and Gender and society. In the areas of the teachers’ education, it was not possible to find significant differences in SR. Through empirical data, the distinct argumentation of men and women is noticed. The SR of men, naturalized, discriminatory and of gender issue denial in society and Science, is more forceful than of women. It is necessary, in the initial and continued education, the problematization of gender issues in Science.
Authors and Affiliations
Bettina Heerdt, Irinéa de Lourdes Batista
Keywords
Related Articles
- EP ID EP505342
- DOI 10.5212/PraxEduc.v.12i3.017
- Views 90
- Downloads 0
(Auto)Biographical Research in post-structural key: conversations with Judith Butler
In this theoretical essay, we investigated approaches and tensions between Butler‟s thoughts and the field of (Auto)Biographical Educational Research. We focused initially on historical, theoretical and methodological as...
Laying roots in the world: about the dimensions of thinking through Arendt and its meaning for education today
This work has a bibliographical character, being based on the analysis of Arendt’s works, and on the interpreters of the author. This paper explores three dimensions of the conception of thinking through Hannah Arendt wi...
The nature of science in science education: theories and practices
The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom) centred on the inclusion of the nature of science (metascience) on science education. The results, based o...
Appropriations of teaching profession in the probationary period: in search of logics beyond performance evaluation
This article analyzes the Probationary Period (PP) of teachers admitted in the Municipal Network of Curitiba (called RMEC) as a process of professional evaluation based on performance culture, in which new conceptual log...
Physical Education in school and Inclusion: a systematic review of student production in Brazilian Postgraduate studies
The objective of this study was to map out and analyze students’ production involving the Physical Education and Inclusion theme, from theses and dissertations coming from Postgraduate programs in Brazil. It is an explor...