Ciências e tecnologia na educação infantil: relações de gênero em intervenções lúdicas na primeira infância
Data
2024-02-27
Autores
Araujo, Paula Teixeira 
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
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Resumo
Esta pesquisa apresenta o resultado de uma investigação sobre como meninas e meninos
interagem, demonstram conhecimento e (des)interesses por temáticas científicas e tecnológicas
em meio a intervenções lúdicas realizadas no contexto da educação infantil. Foi realizada no
contexto da educação infantil, em uma escola do município de Guarulhos, São Paulo.
Caracteriza-se como pesquisa de abordagem qualitativa, do tipo pesquisa-intervenção, e adota
múltiplos instrumentos e procedimentos metodológicos em busca de lidar com os desafios de
um estudo com e sobre as crianças além das participantes adultas. São considerados como
participantes as 32 crianças, de 5 anos, e as adultas, professora e pesquisadora, implicando em
um papel ativo destas no processo de pesquisa. A investigação buscou responder a questão
norteadora: Como se dão as interações das meninas e meninos, em torno de temáticas científicas
e tecnológicas abordadas por meio de intervenções lúdicas realizadas no espaço da educação
infantil? Teve como motivação estudos recentes sobre a permanências das desigualdades de
gênero no campo da Ciência e Tecnologia, em especial acerca da baixa representatividade
feminina nas ciências exatas, e nas áreas denominadas STEM, apontando a necessidade de
observar como se dão as interações das meninas e meninos com essas temáticas desde a
primeira infância. Para isso, foram planejadas e desenvolvidas intervenções lúdicas com
temáticas específicas (céu, mar, espaço e terra), com o intuito de criar um cenário propício para
o processo de produção dos dados. Os registros foram realizados por meio de fotos, gravações
de áudio e vídeo, identificando as interações das meninas e meninos em torno dos temas
abordados. O processo de análise contou com a categorização de episódios com foco em três
aspectos, a produção da cultura de pares, as manifestações de interesse e conhecimentos pelos
temas e as relações de gênero, tendo como base referências dos estudos sociais da infância.
Como resultado, identificamos diversas maneiras que as meninas e meninos expressam seus
interesses e conhecimentos pelos temas abordados, utilizando várias linguagens. Em momentos
específicos, notamos maior participação ativa dos meninos ao comentarem sobre determinados
aspectos, apresentando um repertório mais amplo ao realizarem perguntas e expressarem seus
conhecimentos em torno das temáticas, conforme observado em alguns episódios. Entendemos
ser necessário novos estudos sobre os interesses, manifestações e produção das culturas infantis
em torno de temáticas que envolvem conhecimentos científicos e tecnológicos, em diferentes
contextos, assumindo as crianças como plurais e múltiplas, considerando as diversas categorias
sociais que as constituem e atravessam as suas experiências de vida.
This research presents the results of an investigation into how girls and boys interact, demonstrate knowledge, and (dis)interest in scientific and technological themes through playful interventions conducted in the context of early childhood education. It was carried out in the context of early childhood education, in a school in the city of Guarulhos, São Paulo. It is characterized as qualitative research, of the research-intervention type, and adopts multiple instruments and methodological procedures in an attempt to address the challenges of a study with and about children in addition to adult participants. The 32 children, aged 5, and the adults, a teacher and a researcher, are considered participants, implying an active role for them in the research process. The investigation sought to answer the guiding question: How do girls and boys interact around scientific and technological themes addressed through playful interventions carried out in the space of early childhood education? It was motivated by recent studies on the persistence of gender inequalities in the field of Science and Technology, especially regarding the low female representation in the exact sciences, and in areas called STEM, pointing out the need to observe how the interactions of girls and boys occur with these themes from early childhood. To this end, playful interventions with specific themes (sky, sea, space, and land) were planned and developed, with the aim of creating a suitable scenario for the data production process. The records were made through photo, audio and video recordings, identifying the interactions of girls and boys around the topics covered. The analysis process included the categorization of episodes focusing on three aspects: the production of peer culture, expressions of interest and knowledge on topics, and gender relations, based on references from childhood social studies. As a result, we identified several ways in which girls and boys express their interests and knowledge in the topics covered, using various languages. At specific moments, we noticed greater active participation from the boys when commenting on certain aspects, presenting a broader repertoire when asking questions and expressing their knowledge around themes, as observed in some episodes. We understand that there is a need for new studies on the interests, manifestations, and production of children's cultures around themes that involve scientific and technological knowledge, in different contexts, assuming children as plural and multiple, considering the different social categories that constitute them and cross their paths. life experiences.
This research presents the results of an investigation into how girls and boys interact, demonstrate knowledge, and (dis)interest in scientific and technological themes through playful interventions conducted in the context of early childhood education. It was carried out in the context of early childhood education, in a school in the city of Guarulhos, São Paulo. It is characterized as qualitative research, of the research-intervention type, and adopts multiple instruments and methodological procedures in an attempt to address the challenges of a study with and about children in addition to adult participants. The 32 children, aged 5, and the adults, a teacher and a researcher, are considered participants, implying an active role for them in the research process. The investigation sought to answer the guiding question: How do girls and boys interact around scientific and technological themes addressed through playful interventions carried out in the space of early childhood education? It was motivated by recent studies on the persistence of gender inequalities in the field of Science and Technology, especially regarding the low female representation in the exact sciences, and in areas called STEM, pointing out the need to observe how the interactions of girls and boys occur with these themes from early childhood. To this end, playful interventions with specific themes (sky, sea, space, and land) were planned and developed, with the aim of creating a suitable scenario for the data production process. The records were made through photo, audio and video recordings, identifying the interactions of girls and boys around the topics covered. The analysis process included the categorization of episodes focusing on three aspects: the production of peer culture, expressions of interest and knowledge on topics, and gender relations, based on references from childhood social studies. As a result, we identified several ways in which girls and boys express their interests and knowledge in the topics covered, using various languages. At specific moments, we noticed greater active participation from the boys when commenting on certain aspects, presenting a broader repertoire when asking questions and expressing their knowledge around themes, as observed in some episodes. We understand that there is a need for new studies on the interests, manifestations, and production of children's cultures around themes that involve scientific and technological knowledge, in different contexts, assuming children as plural and multiple, considering the different social categories that constitute them and cross their paths. life experiences.
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Citação
ARAUJO, P. T.