Ciência e tecnologia: desequilíbrios de gênero na docência da educação superior

• Ano de defesa: 2015
• Autor(a) principal: Gomes, Marcia Cristina
• Orientador(a): Garcia, Carla Cristina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Ciências Sociais
• Departamento: Ciências Sociais
• País: BR
• Palavras-chave em Português: Gênero; Mulheres; Ciência e tecnologia; Docência; Educação superior
• Palavras-chave em Inglês: Gender; Women; Science and technology; Teaching; Higher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: https://tede2.pucsp.br/handle/handle/3652

The study presented herein examines the inclusion of women in academic teaching in the fields of science and technology and it attempts to understand their educationand working conditions. Furthermore, it aims to analyze social values developed in the academic environment and its implications on the (re)production of gender prejudice; and observe how these elements are being debated with the prospect of overcoming this prejudice. Therefore, we intend to establish relationships among society, culture and socialization in order to comprehend social depictions of women and their structure in the context of Western societies, and also to reflect on the modern social and scientific thought as the foundation for new prejudice and discrimination practices against women. We recapture women formal education history, as well as we analyze teaching in higher education from a gender perspective. The theoretical hypothesis of this work was built to understand the role of women in an substantially masculine area, connected to an intellectual field considered abstract, objective and rational. This work is transdisciplinary for putting a socioeducational study into a historical perspective, considering it is part of gender studies to understand social relations established between men and women in a given society, from the representations that are built and its impacts on formal education, specifically regarding an academic teaching career, by field of knowledge. The study has a qualitative nature, accomplished through oral history of life. However, to support what was proposed, other research techniques were used, such as bibliographic and documentary researches, using data provided by international organizations, censuses, national research institutes, statistical yearbooks and indicators of selection processes for undergraduate courses admissions. Studying this theme is justified by its relevance when it is discussed the prospect of building a multicultural society, and, consequently, less prejudicial and discriminatory and with gender equality. The consistent patterns detected in field research were: the choice for acamic teaching occursas a result of this being considered a less discriminatory area than the industrial field; substantial development of skills related to logical thinking fields, with family encouragement to develop these abilities,regardless of having parents in this area or not; multiple working hours are granted;being a mother with children in the infancy stage has become an obstacle for those working with research projects; and gender distinction whenever there is the need to prove professional qualification