What do the studies focusing on science teaching and Science-Technogy-Society say about gender issues?

Abstract

Faced with many discourses built in historical, political and cultural contexts, women encounter several barriers in the social collective. With this in mind, we seek to analyze how gender issues, especially female issues, are addressed in studies focusing on Science-Technology-Society (CTS), as evidenced in research publications in the annals of Science-Teaching and STS events. The corpus of analysis is composed of works from the Encontro Nacional de Pesquisa em Educação em Ciências, the Seminário Ibero-americano CTS and the Simpósio Nacional de Ensino de Física. For the analysis methodology, we followed the assumptions of Discursive Textual Analysis, from which four categories emerged: 1) Construction of gender stereotypes: between obstacles and prejudices faced; 2) Gender issues and scientific-technological education; 3) Misconceptions and definitions of gender; and 4) Social challenges faced by the female figure: overcoming stereotypes in search of equality. As a result, two factors emerged from the development of the research: the first one, the word gender, related to issues of sexuality both by school management and students; O another issue is the lack of work that discusses female contributions to Science-Technology development, requiring expansion and readjustment to address female insertion in the academic and professional environment through STS Education, without limitations and adversities.