DISCURSOS SOBRE O CORPO FEMININO E O CORPO MASCULINO EM LIVROS DIDÁTICOS DE CIÊNCIAS DO ENSINO FUNDAMENTAL E BIOLOGIA DO ENSINO MÉDIO UTILIZADOS EM ESCOLAS PÚBLICAS DE SÃO LUÍS –MA: uma análise documental a partir dos estudos culturais em educação

Investigação que se inscreve no campo das pesquisas educacionais que tentam compreender discursos de temas socialmente relevantes –como as questões de gênero e sexualidade –inscritos em livros didáticos, através da perspectiva teórico-metodológica dos Estudos Culturais em Educação. Através de pesquisa documental foi possível conhecer ideias e representações sobre ocorpo feminino e o corpo masculino veiculadas em livros didáticos de Ciências do Ensino Fundamental e de Biologia do Ensino Médio disponíveis em escolas públicas da cidade de São Luís, Maranhão, Brasil. Foram catalogados e analisados 39 livros que apresentaram, majoritariamente, conteúdos sobre o corpo feminino e o corpo masculino a partir de ideias atreladas à biologia destes corpos. Superficialmente foram encontrados discursos qualificados em uma perspectiva cultural. Deste modo, entende-se que os resultados desta pesquisa sinalizam para um repensar dos conteúdos de “corpo feminino” e “corpo masculino” que vislumbre abordagens críticas, problematizadoras, éticas e inclusivas. Palavras-chave: Corpo Feminino e Corpo Masculino. Livros Didáticos. Ensino de Ciências e Biologia. DISCOURSES ON THE FEMININE BODY AND THE MASCULINE BODY IN SCIENCE TEXTBOOKS OF ELEMENTARY AND HIGH SCHOOL BIOLOGY USED IN PUBLIC SCHOOLS OF SÃO LUIS -MA: a documentary analysis from cultural studies in education Abstract: Research subscribed tothe field of educational research which aimsto understand discourses on socially relevant themes -such as gender and sexuality -in textbooks through the theoretical and methodological perspective of Cultural Studies in Education. Through documentary research,it was possible to acknowledgeideas and representations onthe female and the male body,conveyed by Sciencetextbooks of elementary school and high school Biology available in public schools ofSão Luis, Maranhão, Brazil. Wecataloged and analyzed 39 books that presented, for the most part, contents onthe female andmale body from ideas linked to the biology of these bodies. Superficially, we found qualified speeches froma cultural perspective. That way, it is understood that the results of this research signal to a rethinking of the contents of “female body” and “male body” that glimpse critical, problematizing, ethical and inclusive approaches. Keywords: Female and male body. Textbooks. Teaching Sciences and Biology. DISCURSOS SOBRE EL CUERPO FEMENINO Y EL CUERPO MASCULINO EN LOS LIBROS DIDÁCTICOS DE CIENCIAS DE LA EDUCACIÓN PRIMARIA Y BIOLOGÍA DE LA EDUCACIÓN SECUNDARIA UTILIZADOS EN LAS ESCUELAS PÚBLICAS DE SÃO LUÍS -MA: un análisis documental de los estudios culturales en educación Resumen: Investigación que se inscribe en el campo de la investigación educativa y que trata de entender los discursos sobre temas de relevancia social –como las cuestiones de género y sexualidad –inscritos en los libros de texto, a través de la perspectiva teórico-metodológica de los Estudios Culturales en Educación. A través de la investigación documental fue posible conocer ideas y representaciones sobre el cuerpo femenino y el cuerpo masculino transmitidas en los libros de texto de Ciencia de la Escuela Primaria y Biología de la Escuela Secundaria disponibles en las escuelas públicas de la ciudad de São Luís, Maranhão, Brasil. Se catalogaron y analizaron 39 libros que presentaban, en su mayoría, contenidos sobre el cuerpo femenino y el cuerpo masculino a partir de ideas correspondientes con la biología de estos cuerpos. Superficialmente, los discursos calificados se encontraban en una perspectiva cultural. Así, se entiende que los resultados de esta investigación señalan un replanteamiento de los contenidos del "cuerpo femenino" y del "cuerpo masculino" que vislumbre enfoques críticos, problematizantes, éticos e inclusivos. Palabras clave: Cuerpo Femenino y Cuerpo Masculino. Libros de Texto. Enseñanza de la Ciencia y la Biología.

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An experimental study in teaching high school biology by television in the Cincinnati public schools

Science Education ◽

10.1002/sce.3730430505 ◽

1959 ◽

Vol 43 (5) ◽

pp. 399-405 ◽

Cited By ~ 1

Author(s):

James N. Jacobs ◽

Joan K. Bollenbacher

Keyword(s):

High School ◽

Experimental Study ◽

Public Schools ◽

High School Biology

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Toward High School Biology: Understanding Growth in Living Things, Student Edition

10.2505/9781681404431 ◽

2017 ◽

Keyword(s):

High School ◽

High School Biology ◽

Living Things

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Plant Biotechnology Workshop for High School Students

HortScience ◽

10.21273/hortsci.33.3.504e ◽

1998 ◽

Vol 33 (3) ◽

pp. 504e-504

Author(s):

Erika Szendrak ◽

Paul E. Read ◽

Jon S. Miller

Keyword(s):

High School ◽

High School Students ◽

Medical Science ◽

Plant Biotechnology ◽

Plant Science ◽

High School Biology ◽

School Students ◽

Subsequent Transformation ◽

Set Up

Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.

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Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective

European Journal of Psychology of Education ◽

10.1007/s10212-021-00563-z ◽

2021 ◽

Author(s):

Italo Testa ◽

Raffaele De Luca Picione ◽

Umberto Scotti di Uccio

Keyword(s):

High School ◽

Cluster Analysis ◽

University Students ◽

Correspondence Analysis ◽

Multiple Correspondence Analysis ◽

Psychological Theory ◽

Cultural Perspective ◽

Undergraduate Level ◽

Students Attitudes ◽

And Cluster Analysis

AbstractThe purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation of generalized meaning with which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified four generalized meanings of physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.

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School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville

Social Sciences ◽

10.3390/socsci10050165 ◽

2021 ◽

Vol 10 (5) ◽

pp. 165

Author(s):

Nicolás De-Alba-Fernández ◽

Elisa Navarro-Medina ◽

Noelia Pérez-Rodríguez

Keyword(s):

Secondary Education ◽

Global Citizenship ◽

Research Process ◽

Documentary Analysis ◽

Specific Discipline ◽

Low Incidence ◽

Socially Relevant ◽

Citizenship Skills ◽

Interpretive Design ◽

Objective Being

In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.

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