A História e os Desafios das Mulheres Cientistas da Química e a Proposição de Atividades de Formação e de Ensino

Abstract

This dissertation presents research that discusses the relationships between gender diversity and Chemistry and is based on a multiple case study methodological approach, analyzing two different groups. Therefore, two general objectives are presented: Analyze the perspective and challenges of women in the field of Chemistry in contemporary contexts, through a case study with women working in the Postgraduate Program in Chemistry at the Federal University of Pelotas (UFPel) ; and analyze teaching activities that have as their theme the discussion of gender diversity and women in Science, and the importance of the theme for teacher training for diversity, in the curricular component of History and Philosophy in Science Teaching of the Chemistry Degree course at UFPel. The data analysis methodology was supported by discursive textual analysis, which allowed the development of four categories from the first case: I adopted a stance to survive the male environment; Well, if these women can do it, I can do it!; Sometimes I don't feel good either as a mother or as a researcher; and We only change culture with teaching and education. While the second case has two emerging categories: Teacher training for diversity: proposals and discussions; and Knowledge of pre-service teachers about gender diversity in Science. As a result of the first case, we identified that the academic environment is still hostile to women and permeated by conflicts; that representation, although important, is not sufficient support for a position of equality, even among women, as female competitiveness is very present; and that motherhood has an impact on one's career, just as one's career impacts the decision to have children or not. The results also allow us to discuss points involving moral and/or sexual harassment in the academic environment, present in the trajectory of most researchers, which reflects in their considerations about the need to train professionals attentive to gender and diversity issues. While in the second case, the results are positive, mainly regarding the mobilizing potential of gender issues in teacher training, providing support for the development of this discussion in basic education; just as there is a deficit in the knowledge of female scientists in the History of Science, which may be related to the way in which these scientists are represented – and representative, such as in textbooks and at the University. Finally, it is possible to identify similarities between these two groups that identify issues facing women in Science, of which Chemistry is a part, which highlights the importance of more and new studies and teaching activities involving gender and diversity issues.