Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Vieira, Julianna da Silva
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| Orientador(a): |
Manrique, Ana Lúcia
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/40016
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Resumo: |
This research addresses the interconnection between mathematics education and female gender stereotypes in the Artificial Intelligence context. Thus, we formulated the following research question: How is mathematics education related to the existence of female gender stereotypes in Artificial Intelligence? The objectives were: to survey the circumstances in which the teaching of mathematics to women was built and developed and how they continue to have an impact in the present day; map possible barriers and gender stereotypes attributed to women about mathematics in the school environment that may influence women's participation in STEM; present educational strategies and expose policies and programs that promote women's participation in STEM; as well as analyze and highlight the importance of women's participation in the process of developing artificial intelligence. Through a theoretical research approach, the study examined a variety of sources, including academic articles, reports, news, and dissertations that explore the relationships between gender, mathematics education, and Artificial Intelligence. The careful analysis of these sources made it possible to identify patterns and trends related to the way gender stereotypes are perpetuated and how they can influence women's participation in the field of Artificial Intelligence. The survey results highlighted that gender stereotypes persist in the area of AI, affecting women's representation, participation, and recognition. It was evident that mathematics education plays a crucial role in this context, as gender barriers often begin during socialization and in perceptions about math skills. Furthermore, the research demonstrated the need for pedagogical approaches that promote inclusion and gender equality from the earliest stages of educational development. The conclusions of this study reinforce the importance of recognizing and deconstructing gender stereotypes that can limit women's participation in the area. Promoting an inclusive environment requires a holistic approach, it should involve changes in educational practices and efforts to sensitize the whole society about the influence of these stereotypes. Mathematics education has the potential to be a key tool in this endeavor, empowering women with the skills needed to be noticed in the field of Artificial Intelligence at the same time as challenging existing gender norms. Finally, this study demonstrates that the relationship between mathematics education and female gender stereotypes in Artificial Intelligence is complex and multidimensional. By exploring this interconnectedness, the results highlight the urgent need for joint efforts to promote a more equitable and inclusive environment in the area to obtain the benefits of diverse and representative participation in technological progress |
