Formação docente: mulheres cientistas no ensino de química – uma reflexão epistemológica

Abstract

This study's main objective is to: Investigate whether women scientists who contributed to the development and construction of scientific knowledge in Chemistry are included in Chemistry classes in basic education in the region of the 15ª Regional Education Coordination (CRE), located in the North Region of the State of Rio Grande do Sul, in the city of Erechim, and if in initial or continuing teacher training, studies on them are covered. In this alignment, the research question is: How are Women Scientists who contributed to the development and construction of scientific knowledge in Chemistry included in classes and teacher training in this area? The justification for the study originates from concern about the reasons that, at school, lead to not addressing the Women Scientists who contributed and continue to contribute to the advancement of science in Chemistry classes. This is a qualitative study, which covers bibliographical study, field research using a questionnaire (google forms), answered by Chemistry teachers, who work in state schools of the 15ª CRE. The theoretical support on the topic comes from studies by: Cachapuz (2004), Imbernón (2009 - 2010 - 2011), Sartori (2013), Freire (1996), Hooks (1994), Asmann (1998), Chassot (2003; 2011), Porro; Arango (2011), Silva; Ribeiro (2014), Trindade; Beltran; Tonetto (2016), on the organization of the methodology of: Bardin (1977), Gil (1999), Marconi and Lakatos (1999), Minayo (1994), among others. Initial studies on the topic already show that there is a growing movement of studies on Women in Science. Furthermore, this research reflects on how studies produced by Women Scientists are announced, disseminated and studied in Chemistry classes. The analysis of the data obtained made it possible to contextualize that the participants, at some point in their initial training, had contact with studies on Women Scientists, however, they reported never having participated in continued training with such a theme, confirming the need for teaching training that problematizes the lack of female representation in science, aiming to reduce inequality between men and women in the scientific field.