scholarly journals História da Ciência e relações de gênero: a publicação de “Sir Isaac Newton’s philosophy explained for de use of ladies. In six dialogues on light and colours”

2018 ◽  
Vol 2 (3) ◽  
pp. 325
Author(s):  
Leandro Londero ◽  
Monica Abrantes Galindo ◽  
Marcos Serzedello
Keyword(s):  
Science Education ◽  
History Of Science ◽  
Gender Relations ◽  
Gender Issues ◽  
Education History ◽  
Science And Society ◽  
Maternal Role ◽  
Participation Of Women ◽  
History Of ◽  
And Gender

Resumo: Analisamos na tradução feita para o inglês, por Elisabeth Carter, em 1739, a obra de Francesco Algarotti “Sir Isaac Newton’s philosophy explain’d for the use of ladies. In six dialogues on light and colours”. Buscamos compreender os aspectos que a caracterizam como uma publicação para damas e identificar possíveis questões de gênero. Identificamos na obra uma tendência machista na ciência e elementos que evidenciam um imaginário de que a mulher não teria as qualidades necessárias para compreender a ciência, elementos esses coerentes com a transição de um período em que as mulheres eram consideradas inferiores em todos os aspectos para um outro no qual a construção do papel materno aparece como fundante de uma concepção de mulher não mais inferior, mas fundamentalmente diferente do homem e com papeis complementares a ele. Podemos dizer que esses imaginários podem influenciar as possibilidades de participação das mulheres na empreitada científica.Palavras-chave: Educação em Ciências; História da Ciência; Ciência e Sociedade (Gênero). History of Science and gender relations: a publication of “Sir Isaac Newton’s philosophy explained for de use of ladies. In six dialogues on light and colours”Abstract: We analyze Elisabeth Carter's 1739 translation of Francesco Algarotti's "Sir Isaac Newton's philosophy explain'd for the use of ladies. In six dialogues on light and colors. "We seek to understand the aspects that characterize it as a publication for ladies and to identify possible gender issues. We identified in the work a macho tendency in science and elements that evidence an imaginary that women would not have the qualities necessary to understand science, elements that are consistent with the transition from a period in which women were considered inferior in all respects to a another in which the construction of the maternal role appears as the founder of a conception of woman no longer inferior but fundamentally different from man and with roles complementary to him. We can say that these imaginary can influence the possibilities of participation of women in the scientific enterprise.Keywords: Science Education, History of Science; Science and Society (Gender). 

scholarly journals MEMÓRIA E HISTÓRIA DOS EMEMCEs:perspectivas da articulação da educação superior e educação básica com o respeito às diferenças

2020 ◽  
Vol 27 (4) ◽  
pp. 152
Author(s):  
Diomar das Graças Motta ◽  
Alda Margarete Silva Farias Santiago
Keyword(s):  
Gender Relations ◽  
Basic Education ◽  
History Of Education ◽  
Educational Institutions ◽  
School Life ◽  
Women And Gender ◽  
Participation Of Women ◽  
History Of ◽  
Las Mujeres ◽  
And Gender

As edições do Encontro Maranhense sobre Mulheres e Relações de Gênero no Cotidiano Escolar (EMEMCE) constituíram-se importante veículo difusor das experiências das mulheres em âmbito local, nacional e internacional. O registro desse evento mostra a participação das mulheres na construção da história da educação, em diferentes contextos e épocas. Os estudos de Perrot (2005), Ricoeur (2007) e Molina (2004), entre outros, auxiliam na compreensão acerca das percepções do feminino e da relação com o tempo, concebido como lugar e memória, na perspectiva da construção e reconstrução de trajetória de vida das mulheres (BOURDIEU, 1996). Esse movimento tem sido imprescindível para que as trajetórias das mulheres, especialmente das mulheres professoras, ganhem sentido e espaço na trama da história da educação, uma vez que esse lugar tem sido pouco preenchido por elas, apesar da sua participação majoritária nas instituições de ensino. Assim, esse evento vem cumprindo, paulatinamente, o objetivo de garantir visibilidade às mulheres, e com vistas à intensificação desse propósito, o Simpósio Maranhense de Pesquisadoras (es) sobre Mulher, Relações de Gênero e Educação (SIMPERGEN) agregou-se ao EMEMCE desde a primeira edição, no ano de 2003. Decorrida mais de uma década, o EMEMCE e o SIMPERGEN apresentam vitalidade pela capacidade de articulação e constante expansão.Palavras-chave: EMEMCE. Relações de Gênero. Mulheres. UFMA. MEMORY AND HISTORY OF EMEMCES: perspectives of thearticulation of higher education and basic education with respect fordifferencesAbstractThe editions of the Maranhense Meeting on Women and Gender Relations in School Life (EMEMCE) were an important vehicle for disseminating women's experiences at local, national and international levels. The record of this event shows the participation of women in the construction of the history of education , in different contexts and times. The studies by Perrot (2005), Ricoeur (2007) and Molina (2004), among others, help to understand the perceptions of the feminine and the relationship with time, conceived as place and memory, in the perspective of the construction and reconstruction of trajectory of life for women (BOURDIEU, 1996). This movement has been essential for the trajectories of women, especially women teachers, to gain meaning and space in the history of education, since this place has been little filled by them, despite their majority participation in educational institutions. Thus, this event has gradually fulfilled the objective of guaranteeing visibility for women, and with a view to intensifying this purpose, the Maranhense Symposium of Researchers (s) on Women, Gender Relations and Education (SIMPERGEN) has joined EMEMCE since the first edition, in 2003. After more than a decade, EMEMCE and SIMPERGEN are vital for their capacity for articulation and constant expansion.Keywords: EMEMCE. Gender relations. Women. UFMA.MEMORIA E HISTORIA DE EMEMCE: perspectivas de vincular la educación superior y la  educación básica respetando las diferenciasResumenLas ediciones de la Reunión de Maranhão sobre la Mujer y las Relaciones de Género en la Vida Escolar (EMEMCE) convertieronse en importante vehículo para la difusión de las experiencias de mujeres a nivel local, nacional e internacional. El registro de este evento demuestra la participación de las mujeres en la construcción de la historia de la educación, en diferentes contextos y épocas. Los estudios de Perrot (2005), Ricoeur (2007) y Molina (2004), entre otros, apoyan a comprender las percepciones de lo femenino y la relación con el tiempo, concebido como lugar y memoria, desde la perspectiva de la construcción y reconstrucción de la trayectoria vital de la mujer (BOURDIEU, 1996). Este movimiento fue imprescindible para que las trayectorias de las mujeres, especialmente las de las profesoras, ganen significado y espacio en el tejido de la historia de la educación, ya que este lugar ha sido poco ocupado por ellas, a pesar de su participación mayoritaria en las instituciones educativas. Por lo tanto, este evento ha cumplido poco a poco el objetivo de garantizar la visibilidad de las mujeres y, con miras a intensificar este propósito, el Simposio de Investigadoras(es) de Maranhão sobre la Mujer, las Relaciones de Género y la Educación (SIMPERGEN) se ha añadido al EMEMCE desde su primera edición en 2003. Después de más de una década, EMEMCE y SIMPERGEN presentan vitalidad por su capacidad de articulación y expansión constante.Palabras claves: EMEMCE. Relaciones de Género. Mujeres. UFMA.

The history of science in the science classroom: The past is the key to the future in science education

2015 ◽  
Vol 34 (2) ◽  
pp. 310-332 ◽  
Author(s):  
Renee M. Clary ◽  
James H. Wandersee
Keyword(s):  
United States ◽  
Science Education ◽  
History Of Science ◽  
Nature Of Science ◽  
Research Council ◽  
National Research Council ◽  
The United States ◽  
Student Understanding ◽  
Science Classrooms ◽  
History Of

In many science classes, students encounter ‘final form’ science (Duschl 1990, 1994) in which scientific knowledge is presented as a rhetoric of conclusions (Schwab 1962). Incorporation of the history of science in modern science classrooms combats this false image of linear science progression. History of science can facilitate student understanding of the nature of science, pique student interest, and expose the cultural and societal constraints in which a science developed, revealing science's ‘human side’ (Matthews 1994). Carefully selected and researched episodes from the history of science illustrate that scientists sometimes chose incorrect hypotheses, misinterpreted data, and argued about data analysis. Our research documented that historical vignettes can hook students' attention, and past controversies can be used to develop students' analysis and argumentation skills before turning class attention to modern controversial issues. Historical graphics also have educational potential, as they reveal the progression of a science and offer alternative vehicles for data interpretation. In the United States, the National Science Education Standards (United States National Research Council 1996) acknowledged the importance of the History and Nature of Science by designating it as one of eight science content strands. However, the new United States Next Generation Science Standards (Achieve 2013) no longer include this strand, although the importance of the nature of science is still emphasized in the science framework (United States National Research Council 2012). Therefore, it is crucial that science education researchers continue to research and implement the history of science via interdisciplinary approaches to ensure its inclusion in United States science classrooms for better student understanding of the nature of science.

Physics Textbooks and Textbook Physics in the Nineteenth and Twentieth Centuries

2017 ◽  
Author(s):  
Josep Simon
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Science Education ◽  
History Of Science ◽  
The United States ◽  
History Of Physics ◽  
Recent Scholarship ◽  
German States ◽  
History Of ◽  
Nineteenth And Twentieth Centuries

This article focuses on physics textbooks and textbook physics in the nineteenth and twentieth centuries, with particular emphasis on developments in France, Germany, Britain, and the United States. It first examines the role that physics textbooks played in the early stages of the professionalization of the history of science before presenting a general overview of the genesis of textbook physics in the nineteenth century. It also looks at major textbooks produced in France and the German states while making some reference to British and American textbooks. Finally, it considers recent scholarship dealing with textbooks in the history of physics. The article shows how our views on textbooks have been shaped by events that have established particular hierarchies between scientific research and science education, and between universities and schools. It argues that the study of textbooks would benefit from greater reflexivity.

scholarly journals Biografias Científicas com vistas à Inserção Didática: aportes da História e da História da Ciência

2020 ◽  
Vol 21 ◽  
pp. 65-86
Author(s):  
Juliana Mesquita Hidalgo ◽  
Daniel De Medeiros Queiroz
Keyword(s):  
Science Education ◽  
History Of Science ◽  
Scientific Knowledge ◽  
Theoretical Foundation ◽  
Educational Context ◽  
Scientific Biography ◽  
History Of ◽  
Disciplinary Area

ResumoO presente trabalho visa contribuir com a fundamentação teórica para a escrita de biografias científicas com fins didáticos. O gênero biográfico é um legítimo foro de “humanização” do conhecimento científico, um dos papéis centrais da inserção didática da História da Ciência. Recortes biográficos que não representem os cientistas com caráter sobre-humano, escritos não como absoluta verdade, e sim como história interpretada, podem ser úteis no contexto educacional. Sugerimos a escrita de recortes biográficos destinados à educação científica que considere os novos aportes do gênero, isto é, à luz de fundamentos historiográficos atualizados. São apresentados subsídios da área disciplinar História, a exemplo da perspectiva de história-problema, e subsídios da História da Ciência, em objeção às biografias laudatórias.Palavras-chave: Biografia Científica; Gênero Biográfico; Historiografia.AbstractThis paper aims to contribute for the theoretical foundation concerning the writing of scientific biographies for didactic purposes. Biographical genre is a legitimate forum “to humanize” the scientific knowledge, one of the central roles of the didactic insertion of the History of Science. Biographical fragments not representative of scientists as “superhuman” and written as interpreted history, may be useful in the educational context. We suggest the writing of biographical fragments for science education that consider the new contributions of the genre, in other words, in light of historiographical foundations currently accepted. Subsidies from the disciplinary area History are presented, such as the perspective of history as problem, and subsidies from History of Science, in objection to laudatory biographies.Keywords: Scientific Biography; Biographical Genre; Historiography.

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