The Gender Issues and the Nature of Science in the Teacher Training

Abstract

The objective of this research is to understand and explain the teaching knowledge mobilized during a process of explicit-reflective formation of the Nature of Science, and the inherent gender relations in this dynamic. To achieve this goal it was elaborated a Didactic Unit entitled construction of scientific knowledge and gender visibility in Science. It took part in the training course 15 teachers in the areas of Humanities and Natural Sciences. This is a qualitative research. During the training process the participants’ speeches were video recorded and after transcribed and analyzed according to the thematic content analysis. Empirical data analysis allowed to show, through deductive inferences, different theoretical perspectives in coexisting traditional and linear discourse and those who perceive Science and Gender as a process of human construction, besides the lack of epistemological discussions and historical aspects of science involving gender issues. Another recurring discourse is the naturalization and the denial of the existence of gender issues in which the male-dominated lines are more articulated, which shows a resistance to feminist perspective. Thus, we reaffirm the need for teacher training explicit and reflective because gender issues are not self-evident, and the continuity of research to discuss these issues.

Keywords

• Gender and Science
• Science Education
• Teacher Training