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Previous issue date: 2017-09-15 / This is a study of the challenges faced by women to be recognized in society and
science. Understanding the need for women's social equity and the importance of
giving visibility to female scientific activity, this paper aims to investigate the ideas of
scientists and how students relate women in science through the development of a
didactic sequence with the theme "woman and science" in the scope of Basic
Education, specifically, in an eighth grade class of Elementary School in a private
school in the municipality of Cascavel-PR. Thus, it is presented a brief history of the
work of women in science, in the struggle for gender equity and the importance of their
actions from the past to the achievement of important rights. Next, the didactic
sequence was elaborated according to the assumptions of meaningful learning,
according to David Ausubel, with the intention of showing the students the participation
of women in science and the demystification of the stereotypes of scientists. The
didactic sequence was formulated in three stages. The first step of the didactic
sequence was the application of the DAST (Draw a Scientist Test), proposed by
Chambers (1983), in which the student is asked to draw a scientist person, in a
continuous act, the student is required to explain in the verse of the sheet his or her
drawing, for evaluation of its previous knowledge. In the second stage, to promote
progressive differentiation according to meaningful learning, students were taught
about the history of science and the role of women in current science. In the third stage,
students were asked to produce texts, which suited as an integrative reconciliation of
content, about women and science. It is concluded that the students had a stereotyped
view of the scientists, which was imposed by society, with the idea of a mannish
science and it is verified the importance of the rupture of the stereotype of scientists,
being the competence of scientific education to develop students' understanding
referring to scientific activity. Although the didactic sequence was developed in a short
period of time, it was possible to peThis is a study of the challenges faced by women to be recognized in society and science. Understanding the need for women's social equity and the importance of giving visibility to female scientific activity, this paper aims to investigate the ideas of scientists and how students relate women in science through the development of a didactic sequence with the theme "woman and science" in the scope of Basic Education, specifically, in an eighth grade class of Elementary School in a private
school in the municipality of Cascavel-PR. Thus, it is presented a brief history of the
work of women in science, in the struggle for gender equity and the importance of their
actions from the past to the achievement of important rights. Next, the didactic
sequence was elaborated according to the assumptions of meaningful learning,
according to David Ausubel, with the intention of showing the students the participation
of women in science and the demystification of the stereotypes of scientists. The
didactic sequence was formulated in three stages. The first step of the didactic
sequence was the application of the DAST (Draw a Scientist Test), proposed by
Chambers (1983), in which the student is asked to draw a scientist person, in a
continuous act, the student is required to explain in the verse of the sheet his or her
drawing, for evaluation of its previous knowledge. In the second stage, to promote
progressive differentiation according to meaningful learning, students were taught
about the history of science and the role of women in current science. In the third stage,
students were asked to produce texts, which suited as an integrative reconciliation of
content, about women and science. It is concluded that the students had a stereotyped
view of the scientists, which was imposed by society, with the idea of a mannish
science and it is verified the importance of the rupture of the stereotype of scientists,
being the competence of scientific education to develop students' understanding
referring to scientific activity. Although the didactic sequence was developed in a short
period of time, it was possible to perceive an increase in the visibility of women in
science and in society by students. / Essa é uma pesquisa sobre os desafios enfrentados pelas mulheres para serem
reconhecidas na sociedade e na ciência. Ao compreender a necessidade de uma
equidade social da mulher e a importância de dar visibilidade à atividade científica
feminina, o trabalho aqui desenvolvido tem como proposta investigar as ideias de
cientistas e como os alunos relacionam a mulher na ciência, por meio do
desenvolvimento de uma sequência didática com o tema “mulher e ciência”, aplicada
no âmbito da Educação Básica, em específico, em uma turma do oitavo ano do Ensino
Fundamental de uma escola particular do município de Cascavel-PR. Assim, na
primeira parte é apresentado um breve histórico do trabalho das mulheres na ciência,
na luta por equidade de gênero e a importância de suas ações desde o passado para
a conquista de importantes direitos. Em seguida, foi elaborada a sequência didática
segundo pressupostos da aprendizagem significativa, proposta de David Ausubel,
com o intuito de mostrar aos alunos a participação da mulher na ciência e a
desmistificação dos estereótipos de cientista. A sequência didática foi formulada em
três etapas. A primeira etapa da sequência didática foi a aplicação do Teste DAST
(Draw a Scientist Test), proposto por Chambers (1983), no qual é solicitado ao aluno
que desenhe uma pessoa cientista, em ato contínuo, é requerido ao aluno que
explique no verso da folha o seu desenho, para avaliação de seus conhecimentos
prévios. Na segunda etapa, para promover a diferenciação progressiva, segundo a
aprendizagem significativa, foi explicado aos alunos sobre a história da ciência e o
papel da mulher na ciência atual. Na terceira etapa, foi solicitado que os alunos
produzissem textos, que serviram como reconciliação integradora do conteúdo, sobre
mulher e ciência. Conclui-se que os alunos tinham uma visão estereotipada dos
cientistas, a qual foi imposta pela sociedade, com ideia de uma ciência masculinizada
e verifica-se a importância do rompimento do estereótipo de cientista, sendo de
competência da educação científica desenvolver a compreensão dos alunos referente
à atividade científica. Apesar da sequência didática ser desenvolvida em um curto
período de tempo, foi possível perceber indicativos de um aumento da visibilidade da
mulher na ciência e na sociedade pelos alunos.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.unioeste.br:tede/3373 |
| Date | 15 September 2017 |
| Creators | Cavalli, Mariana Bolake |
| Contributors | Meglhioratti, Fernanda Aparecida, Batista, Irinéa de Lourdes, Soares, Alexandre Sebastião Ferrari, Schneider, Eduarda Maria |
| Publisher | Universidade Estadual do Oeste do Paraná, Cascavel, 6588633818200016417, 500, Programa de Pós-Graduação em Educação, UNIOESTE, Brasil, Centro de Educação, Comunicação e Artes |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE, instname:Universidade Estadual do Oeste do Paraná, instacron:UNIOESTE |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/, info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 6678066452762177366, -2415247808510773205 |
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