Invisibilidade das mulheres nas ciências como temática para formação de licenciandos em Química da UFRN
Studies in the area of Gender and Nature of Science have been widely disseminated in recent decades in Science Teaching. In this research, an investigation was carried out on conceptions of gender and nature of Science with undergraduate students of Chemistry at the Federal University of Rio Gran...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49717 |
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| Resumo: | Studies in the area of Gender and Nature of Science have been widely disseminated
in recent decades in Science Teaching. In this research, an investigation was carried
out on conceptions of gender and nature of Science with undergraduate students of
Chemistry at the Federal University of Rio Grande do Norte. Assuming that
Science/Chemistry Teaching can promote these discussions, it becomes relevant that
Basic Education is the stage for debates and reflections on the views of teachers and
students about gender and the nature of Science. In this direction, as an Educational
Product, a training workshop was developed aimed at undergraduates in chemistry,
aiming to contribute to the Teaching of Chemistry in Basic Education classes.
Participated in the remote training workshop, especially Chemistry undergraduates
from the fifth period of UFRN. Pedagogical workshops enabled an educational process
composed of sensitization, understanding, reflection, analysis and action. The topics
covered were about “gender and Science”, “the invisibility of women in Science” and
“women in the Nobel Prize in Chemistry”. To this end, activities were carried out to
read articles, research on the topics on the internet and discussions in virtual
classrooms, accounting for 12 hours of workshop. The research methodology was
qualitative and questionnaires, field diary and observation were used as data collection
instruments. The results obtained reflect the importance and the need to build
discussions with the themes of gender and nature of Science with undergraduates,
future Science teachers and, consequently, with their students. There are formative
gaps in this sense, as the history of Sciences that emphasizes gender relations and
the appreciation of women's work and discusses the social and historical nature of
knowledge construction is not part of the curricula of Higher Education, nor of Basic Education. |
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