Mulheres e a construção do conhecimento: uma proposta de ensino por meio de uma sequência de atividade temática com abordagem histórica da ciência para o tema DNA

• Ano de defesa: 2020
• Autor(a) principal: Pereira, Helen Wanderley Fernandes [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Science Teaching; Women In Science; History Of Science; DNA; Rosalind Franklin; Ensino De Ciências; Mulheres Na Ciência; História Da Ciência
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9992129; https://hdl.handle.net/11600/64670

The lack of discussion about the participation of women in science in the classroom has been pointed out as one of the reasons that perpetuates the male vision of scientists that students have. Many authors argue that this male stereotype of a scientist has led women away from their scientific careers, making necessary actions that seek to take the discussion to schools. In this regard, the History of Science approach proved to be interesting, as it allows retrieving the stories of women who participated in the construction of scientific knowledge, in addition to allowing a reflection on aspects of the nature of science, which could transform the view of male science in students. Given this scenario, this research proposes a SAT (Thematic Activity Sequence) using the controversial historical episode of the discovery of the DNA double helix, which was attended by scientist Rosalind Franklin. The proposal has a support text for the teacher and the lesson plan, with the description of activities such as videos, text, timeline, game and simulated jury, in addition to guidance for the teacher. After the preparation of the SAT, an analysis of it was carried out following the parameters proposed by Forato (2009) for teaching materials that use the History of Science.