Gender content in 1st year of high school students’ textual productions: perspectives from STS Education

Abstract

This study aimed to analyze the gender-related content in students’ textual productions, based on their relations with scientific, social, and technological aspects, within the context of an educational project. A qualitative documentary research, guided by the principles of STS Education (Science, Technology, and Society) and gender studies, was employed for this purpose. The analysis focused on texts and infographics created by 21 groups of first-year high school students at a Federal Institute of Education in Brazil. The productions were submitted to Discursive Textual Analysis. The results suggest how students, based on different knowledge areas, addressed aspects of science in demystifying and perpetuating gender norms standards, the social impacts of normalized oppressions, and the importance of active participation in gender-related discourse and policies. Even the students reproduced some of the patterns they criticized, and were limited to an instrumental perspective of technology, they demonstrated an understanding of important determinants necessary for the comprehension of reality, highlighting the potential of STS Education in addressing gender issues within educational contexts.