IEMCI - Instituto de Educação Matemática e Científica
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/3217
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Navegando IEMCI - Instituto de Educação Matemática e Científica por Autor "CHAVES, Sílvia Nogueira"
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Artigo de Periódico Acesso aberto (Open Access) Desnaturalizando os gêneros: uma análise dos discursos biológicos(Universidade Federal do Pará, 2013-12) FREITAS, Lilliane Miranda; CHAVES, Sílvia NogueiraThis research investigated reports in the magazine Superinteressante, how gender identity is constituted in the biological/ scientific discourse, and social productivity of these discourses. It is based on the theoretical fields of Michel Foucault and the Cultural Studies, in order to consider the connection between power/knowledge of production of gender through biological discourse published in the cultural pedagogies. In this investigation, evidence indicated that the biological discourses predominantly justify and naturalize the masculinity and femininity as biological evidence, which eventually produces and legitimizes supposedly natural ways of being male or female and socially behaviors expected. However, the genders are understood as socio-historical and cultural constructions, born from power-knowledge relationships, and where femininity and masculinity are not only constituted by biological characteristics.Artigo de Periódico Acesso aberto (Open Access) Epistemologia, ética e política na formação de professores de ciências(Universidade Federal do Pará, 2009-12) SILVA, Paulo Sérgio Araújo da; CHAVES, Sílvia NogueiraThis work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a research in wich we try to understand the relations between epistemological refletion and teacher formation. We investigate, particularly, what kind of reflections the science teachers have built from the discussions about the process of production and social appropriation of science and the relations that they establish with the stories of their professional forming and performance. The analysis of this material pointed that among all the aspects in wich the epistemological debate simulated reflections the ethical-political dimension of science is always present. Such reflections led them to review their formative processes establishing relations between scientific production and social criterions of validation of science, as well as they accepted to analyse their own educative practices to these criterions.