Concepções sobre gênero e raça no curso de Licenciatura em Química

Abstract

Dealing with issues of gender and race in schools does not only involve recognizing the difference and exercising tolerance and respect for it. Diversity involves understanding its dynamics so that practices aimed at plurality are present in educational institutions. In this scenario, teachers assume a relevant role in the dissemination of critical discourses regarding the debates on gender, race and diversity in the school environment and in the political and citizenship formation of their students. With this, discussions about gender relations, race and women’s performance in the academic community are opened, since divergences are constituted under the dominance of power. The present research fits the perspectives of a qualitative approach, since it seeks to observe the phenomenon or object of study; collect data; analyze this information critically; and present the results and its considerations. After the chosen methodological applications, we move on to content analysis from a discursive perspective. The results revealed the lack of understanding of teachers regarding the way gender relations are manifested in the classroom, as well as how they deal with adverse situations that deviate from the hegemonic standard. In addition to this finding, it is inferred that the textbooks selected to guide the course content approach, permeate and disseminate the mostly masculine character in relation to scientific research and the unfolding of the History of Chemistry, which directly implies the way in which future graduates will teach their classes. The reproduction of segregationist discourses, speeches, gestures and looks continues to perpetuate anti-progressive actions and, as a result, the scientific academic space conquered by women over the years is no longer in evidence.