The optical construction of the image and the problematization of gender stereotypes: experiences of a didactic sequence based on glitter

Abstract

In order to face the historical distance of girls from scientific knowledge and understanding that science is inseparable from the historical and cultural context in which it is inserted, we present experiences on the development and application of a Didactic Sequence (SD) based on the methodological strategy of three pedagogical moments by Muenchen and Delizoicov associated with the Science, Technology and Society approach. Brazilian Carnival, a stage for multiple expressions of gender and sexuality, was categorized as a generating theme from the Freirean perspective and led to the problematization of gender stereotypes based on the relativization of the image as an optical and culturally significant phenomenon, characterizing the first pedagogical moment of DS. In the second moment, the disciplinary contents of physics, biology and chemistry were developed, which allowed the understanding of the optical formation of the image and its relationship with physical characteristics of light and the composition of the object, which was mediated by an investigative experiment observing different glitter under visible and ultraviolet light. Through a case study on the use of glitter, the students were led to argue about the social construction of the image and gender stereotypes in light of the relativization of the optical image itself. Despite the difficulties presented regarding the concepts of natural sciences, the students from the two participating public schools were engaged in the processes of constituting scientific argumentation, moving them away from the uncomfortable situation normally experienced in such situations.