O silenciamento de gênero nas aulas de matemática na perspectiva dos discursos docentes

Abstract

Addressing gender issues in the educational context, specifically in mathematics classes, transposes specific issues and take on broader dimensions, as they pervade aspects that range from learning difficulties in this field of knowledge to triggering processes of inequality and social exclusion. In this sense, in this study, we aim to identify, through teaching discourses, pedagogical practices that promote gender equality and the deconstruction or resignification of sexist stereotypes in mathematics classes, through qualitative research, as characterized by Minayo (2014),because we consider the subjectivity that characterizes the phenomenon to be investigated; and this being of the Ethnographic type, due to its link to the investigation processes of social inequalities and exclusions (Mattos, 2011). This research used semi-structured interviews as a data production methodology, which were carried out with five teachers from the early years of elementary school, respectively, from the 1st to the 5th year, of a municipal school located in the District of Catolé de Boa Vista, rural area of the Municipality of Campina Grande – PB, This educational unit was chosen due to its proximity to the one the researcher teaches, facilitating the research process. The choice of professors' speeches as elements of data production is due to the fact that we consider such professionals, the protagonists in relation to the expanded perception of the scope of the classroom, of the relationships and interactions established between students and students among themselves, and of these with mathematics, giving us opportunities through discourse analysis, carried out based on the methodology of analysis of the Collective Subject Discourse (DSC), due to its effectiveness in the context of social research and in relation to the identification of ideas and thoughts of a collectivity (Lefévre; Lefévre, 2014). In the development of the study, from the analysis of the interviews, we realized the need for pedagogical practices that act in the redefinition of gender stereotypes in mathematics classes, so that there is the establishment of actions to promote equal learning opportunities for girls and boys , considering the impacts they can cause, in the sense of combating the exclusion of the Feminine in this discipline, and at the same time, the insertion of these in the scenario of research and professionalization in mathematics and STEM areas.