Resumen

HEERDT, Bettina  y  BATISTA, Irinéa de Lourdes. Social representations of science and gender in Science teaching. Práxis Educativa [online]. 2017, vol.12, n.3, pp.995-1012. ISSN 1809-4309.  https://doi.org/10.5212/PraxEduc.v.12i3.017.

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.

Palabras clave : Social representations; Gender and Science; Teacher education.

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