GENDER PERSPECTIVE IN THE SCIENCE CLASSROOM: VISIONS OF TEACHERS OF SCIENCE IN TRAINING

Abstract

The present research, framed in a collective case study, analyzed the responses of 19 science teachers in training, mentioning biology and chemistry, from four training programs (three regular undergraduate, one continuing studies) who participated in a workshop on gender perspective in the science classroom, held between the months of May and August 2024. The objective of this workshop was to distinguish the main theoretical elements of gender approaches in the promotion of the gender perspective in science education, from the feminist critical theory of science, characterizing the actions to be taken by teachers to include the gender perspective from a research in the context of practice. The Atlas ti software was used to analyze the responses, giving an account in terms of frequency of the unknown aspects for the teachers addressed in the workshop, or of the theoretical approach from which they situate their practices. The results of co-occurrence showed the relationship between the theoretical approaches to gender, and the actions to be taken by teachers when including the gender perspective, which provides empirical evidence of how to promote the transition from a neutral approach to a sensitive approach when teaching science.