Banca de QUALIFICAÇÃO: JESSICA DA ROCHA VIANNA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JESSICA DA ROCHA VIANNA
DATE: 09/10/2024
TIME: 13:30
LOCAL: meet.google.com/hzw-hawf-buh
TITLE:

Mothering, mathematics and teaching: a reflection on curriculum, gender and education.

 

 

 

KEY WORDS:

Mothering. Critical Mathematics. Teaching. Curriculum. Teacher Training.

PAGES: 50
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

How was the ideal of a good woman that inhabits the social imagination constructed? From Aristotelian to Christian, medical and legal speeches that justified inequalities in conditions and rights between men and women. The patriarchal model of society, different subjectivation for different genders, different determined social roles and construction of the idea of women reinforce the idea of women as the caregiver par excellence, contributing to the construction and maintenance of a patriarchal model of science. In this dimension, curricula and educational practices come as a way of reinforcing and propagating gender discrimination. Following this perspective, the general objective of this work is to examine how notions of gender, deeply rooted in all social relations since we are a society constructed in a gendered way, may be influencing pedagogical practices and educational conduct, thus contributing to for the perpetuation of these discriminations and gender inequalities, especially in mathematics contexts. Furthermore, from the same perspective, there is the intention to seek out how critical mathematical education can contribute to building a more egalitarian society. Aligned with the general objective of the research, the first specific objective is to carry out a systematic review of dissertations that address the themes of gender relations and mathematics education. In turn, the second specific objective consists of analyzing emerging reflections on gender relations and mathematics teaching, that is, analyzing reports of teachers' continuing education experiences and also their previous conceptions about the themes addressed in this research. Both articles directly dialogue with the notions of critical mathematics education and gender. As an educational product, we will bring an Extension Course aimed at trained or in-training teachers who teach mathematics, from which we hope to achieve the second specific objective. As expected results, we believe we will contribute to gender-related themes being part of the discussions and activities proposed in classrooms that teach mathematics, deconstructing the stereotype of this being a male, white and apolitical science.

COMMITTEE MEMBERS:
Presidente - 1604226 - GISELA MARIA DA FONSECA PINTO
Interna - 3216044 - ROSELI ALVES DE MOURA
Interna - 1314307 - ZILENE MOREIRA PEREIRA
Externa à Instituição - DÉBORA DA SILVA SOARES - UFRGS