Persistência dos estereótipos de género nas representações de estudantes sobre cientistas: evidências do ensino básico português
Conteúdo do artigo principal
Resumo
Os estereótipos de género relacionados com a ciência e os cientistas continuam a moldar as perceções de estudantes desde tenra idade, contribuindo para a persistência das desigualdades de género nas áreas STEM. Este estudo exploratório examina como estudantes do ensino básico em Portugal retratam cientistas, com especial destaque para os padrões de género. Realizado durante a primeira semana do ano letivo de 2024/2025, o estudo envolveu 28 alunos do 8.º ano e utilizou o Questionário Draw-A-Scientist Test Checklist (DAST-C), utilizando uma abordagem quantitativa complementada por elementos qualitativos interpretativos. Por se tratar de um desenho exploratório, o estudo não visa chegar a conclusões generalizáveis, mas sim identificar padrões indicativos e gerar informações para investigações futuras. Análises quantitativas e qualitativas revelam uma forte persistência de representações estereotipadas, particularmente de traços masculinos, como batas de laboratório, óculos e barba, enquanto as cientistas femininas continuam a ser marcadamente sub-representadas e são retratadas exclusivamente por estudantes do sexo feminino. Estas conclusões destacam a influência contínua dos imaginários de género durante o início da adolescência e sublinham o papel das escolas como espaços críticos para desafiar estereótipos e promover representações mais inclusivas da ciência.
Downloads
Detalhes do artigo
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Referências
Allen, M. (2018). Gender gap in physics among highest in science. Physics World, 31(5), 10. https://doi.org/10.1088/2058-7058/31/5/16
Barromi-Perlman, E., Dekel, T., & Barchana-Lorand, D. (2021). Gender and visual literacy: Towards gender-sensitive readings. Journal of Visual Literacy, 40(3-4), 145-148.
Bozzato, P., Fabris, M. A., & Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education, 43(16), 2640–2662. https://doi.org/10.1080/09500693.2021.1982062
Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255–265. https://doi.org/10.1002/sce.3730670213
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2024). Addressing the gender gap in STEM education across educational levels: Analytical report. Publications Office of the European Union. https://doi.org/10.2766/260477
Eurostat. (2024). Female tertiary education graduates in STEM education fields [tps00217]. https://ec.europa.eu/eurostat
Ferguson, S. L., & Lezotte, S. M. (2020). Exploring the state of science stereotypes: Systematic review and meta-analysis of the draw-a-scientist checklist. School Science and Mathematics, 120(1), 55–65. https://doi.org/10.1111/ssm.12382
Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the Draw-a-Scientist test. School Science and Mathematics, 95(4), 195–205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
Filipova, P. (2017). Women (and) scientists: Modern sexism in The Big Bang Theory. Oceánide, 9(2). http://oceanide.netne.net/articulos/art9-2.pdf
Gormally, C., & Inghram, R. (2021). Goggles and white lab coats: Students’ perspectives on scientists and the continued need to challenge stereotypes. Journal of Microbiology & Biology Education, 22(1), ar10. https://doi.org/10.1128/jmbe.v22i1.2199
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003. https://doi.org/10.1002/tea.20363
Kataeva, Z., Durrani, N., Izekenova, Z., & Roshka, V. (2024). Thirty years of gender mainstreaming: Evolution, development, and future research agenda through a bibliometric approach. Women’s Studies International Forum, 107, 103010. https://doi.org/10.1016/j.wsif.2024.103010
Martins, I., Baptista, M., & Reis, P. (2023). Students’ images of STEM professionals: A study in the Portuguese context. Education 3–13, 51(1), 121–141. https://doi.org/10.1080/03004279.2021.1955945
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender–science stereotypes: A meta-analysis of five decades of U.S. draw-a-scientist studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
Mitchell, M., & McKinnon, M. (2019). “Human” or “objective” faces of science? Gender stereotypes and the representation of scientists in the media. Public Understanding of Science, 28(2), 177–190. https://doi.org/10.1177/0963662518796794
Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2015). Scientist spotlight homework assignments shift students' stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002
Starr, C. R. (2018). “I’m not a science nerd!” STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42(4), 489–503. https://doi.org/10.1177/0361684318791912
Tintori, A., & Palomba, R. (Eds.). (2017). Turn on the light on science. Ubiquity Press. https://doi.org/10.5334/bba
United Nations Educational, Scientific and Cultural Organisation. (2021). UNESCO Science Report 2021: The Race Against Time for Smarter Development. United Nations. https://doi.org/10.18356/9789210058575
World Economic Forum. (2023). Global gender gap report 2023. https://www.weforum.org/reports/global-gender-gap-report-2023
Wyer, M., Schneider, J., Nassar-McMillan, S., & Oliver-Hoyo, M. (2010). Capturing stereotypes: Developing a scale to explore U.S. college students’ images of science and scientists. International Journal of Gender, Science and Technology, 2(3). https://genderandset.open.ac.uk/index.php/genderandset/article/view/78