Ensino de ciências e questões de relação de gênero em instrumentos didáticos do ensino fundamental

Abstract

This research, entitled "Teaching of Sciences and questions of gender relation in basic teaching didactic instruments", aims to identify the possible dialogical interactions of the science teacher about gender, within the field of science teaching of the 1st stage of Elementary Education (2nd cycle - 5th year), as well as analyze the panorama of activities and didactic materials in this strand applied by science teachers. In order to do this, we try to understand how Science Teaching, conceptions of studies about gender relations, and from these conceptions analyze the social representation given to the relation between woman and Science in the didactic material chosen by the teachers. The analyzes were carried out under the watchful eye and support of the following theoretical references: on gender: Rago (1998), Del Priore (2008, 2011), Louro (2008, 2011, 2016), Foulcaut (2014), Garcia (2015), Saffioti (2015). On Science: Lorenzetti (2000), Theófilo (2001), Carvalho (2003), Santos (2004), Sebach (2010), Peacock (2011), Krasilchick (2012). On teaching work: Gauthier (1998), Tardif (2010), Ibernón (2011). About textbook: Francalanza and Megib Neto (2006), Lajolo (2017), Moretto (2017). For the elaboration of the product, the paradidático book, we rely on Coelho (2000) and Zilberman (2003, 2005) for questions of Children's Literature. The Methodology is based on qualitative research, using content analysis, documentary analysis of interviews, semistructured questionnaires and analysis of the Science Textbook, through a methodology of systemic networks methodology. Punctually, the field of research of this work will be a sample of municipal schools of an educational nucleus of the City of São Luís - Maranhão. The collaborators of this research are configured in the science teachers of said nucleus, being the book of Sciences they use, the corpus of this research. From the results found, we elaborate and experience the use of the children's book, supported by the research on Gender Relations and Children's Literature. After use in the classroom of the pedagogical proposal built, materialized by the "Children's Literature Book" - final product, we perceive the development of children's reflexive and critical thinking, by means of the questions raised by them, from the propositions contained in the text literary, or in the paradidático.