Onde está o gênero? Gênero como interação na educação matemática
Resumo
O artigo apresenta uma revisão narrativa (Collins & Fauser, 2005) de pesquisas relacionadas a gênero e educação matemática até 2021. O autor baseia-se na pesquisa de gênero em sociologia e utiliza o conceito de Risman (2018a) de gênero como estrutura social. A estrutura de gênero como estrutura social é usada para categorizar e discutir a pesquisa em educação matemática. O autor apresenta a pesquisa em três níveis da estrutura social (micro, interacional e macro), sendo que cada um deles é composto por dois aspectos: o material e o cultural. De modo geral, o autor defende que a educação matemática desenvolva estruturas teóricas e metodologias para entender o gênero na educação matemática no nível interacional.
Referências
Anyon, J. Social class and the hidden curriculum of work. Journal of Education, v. 162, n.1, p. 67–92, 1980.
Bakhtin, M. M. The dialogic imagination: Four Essays. University of Texas Press. 1981.
Baxter, J. Positioning gender in discourse: A feminist methodology. Palgrave MacMillan. 2003.
Bowles, S., & Gintis, H. Schooling in capitalist America: Educational reform and the contradiction of economic life (2nd ed.). Haymarket Books. 2011.
Butler, J. Performative acts and gender constitution: An essay in phenomenology and feminist theory. Theatre Journal, v. 40 n. 4, p. 519–531,1988.
Butler, J. Gender trouble: Feminism and the subversion of identity. Routledge. 1990.
Butler, J.; Osborne, P.; SEGAL, L. Gender as performance: an interview with Judith Butler. Radical Philosophy, v. 67, p. 32-39, 1994.
Chapman, A. Maths talk is boys’ talk: Constructing masculinity in school mathematics. In MARTINO, W. & MAYENN B. (Eds.). What about the boys? Open University Press. 2001. p. 199–210.
Chronaki, A. Troubling essentialist identities: Performative mathematics and the politics of possibility. In KONTOPODIS, M., WULF, C., & FITCHNER, B.(Eds.). Children, Development and Education: Cultural, Historical, Anthropological Perspectives. Springer Netherlands. 2011. p. 207–226.
Collins, J. A. & Fauser, B. Balancing the strengths of systematic and narrative reviews. Human Reproduction Update, v. 11, n. 2, p. 103-104. 2004.
Damarin, S., & Erchick, D. B. Toward clarifying the meanings of “Gender” in mathematics education research. Journal for Research in Mathematics Education, v. 41, n. 4, p. 310–323. 2010.
Darragh, L. Identity research in mathematics education. Educational Studies in Mathematics, v. 93, n. 1, p. 19–33. 2016.
Ernest, J. B., Reinholz, D. L., & SHAH, N. Hidden competence: Women’s mathematical participation in public and private classroom spaces. Educational Studies in Mathematics, v. 102, n. 2. p. 153–172. 2019.
Ernest, P. Changing views of “the gender problem” in mathematics. In WALKERDINE, V. (Ed). Counting girls out: Girls and mathematics. Routledge Falmer. 1998. p. 1–14.
Esmonde, I. Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, v. 31, n. 2, p. 27–31. 2011.
Esmonde, I., Brodie, K., Dookie, L., & TakeuchI, M. Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education, v. 2, n. 2, p. 18–45. 2009.
Ferguson, A. A. Bad boys: Public schools in the making of Black masculinity. The University of Michigan Press. 2000.
Fisk, S. R., & Ridgeway, C. L. Framing gender. In RISMAN, B. J. & FROYUM, C., & SCARBOROUGH, W. J. (Eds). Handbook of the Sociology of Gender. Springer. 2018. p. 157–171.
Forgasz, H. J. Why are they studying mathematics? Tertiary mathematics students tell all! Australian Association for Research in Education Annual Conference. https://www.aare.edu.au/data/publications/1998/for98049.pdf. 1998.
Foyn, T., Solomon, Y., & Braathe, H. J. Clever girls’ stories: the girl they call a nerd. Educational Studies in Mathematics, v. 98, n. 1, p. 77–93. 2018.
Francis, B. Re/theorising gender: Female masculinity and male femininity in the classroom? Gender and Education, v. 22, n. 5, p. 477–490. 2010.
Ganley, C. M., George, C. E., Cimpian, J. R., & Makowski, M. B. Gender equity in college majors: Looking beyond the STEM/non-STEM dichotomy for answers regarding female participation. American Educational Research Journal, v. 55, n. 3, p. 453–487. 2018.
Gholson, M. L., & Martin, D. B. Blackgirl face: Racialized and gendered performativity in mathematical contexts. ZDM - Mathematics Education, v. 51, n. 3, p. 391–404. 2019.
Hernandez-Martinez, P., Black, L., Williams, J., Davis, P., Pampaka, M., & Wake, G. Mathematics students’ aspirations for higher education: Class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education, v. 23, n. 2, p. 153–165. 2008
Holland, D., LAchicotte, W. J., Skinner, D., & Cain, C. Identity and agency in cultural worlds. Harvard University Press. 1998
Hollander, J. A. “I demand more of people”: Accountability, interaction, and gender change. Gender and Society, v. 27, n. 1, p. 5–29. 2013.
Hollander, J. A. Interactional accountability. In RISMAN, B. J., FROYUM, C., & SCARBOROUGH, W. J. (Eds). Handbook of the Sociology of Gender. Springer. 2018. p. 173–184.
Hottinger, S. N. Inventing the mathematician: Gender, race, and our cultural understanding of mathematics. SUNY Press. 2016.
Jungwirth, H. On the role of computers and complementary situations for gendering in mathematics classrooms. ZDM - Mathematics Education, v. 40, n. 4, p. 579–590. 2008.
Juzwik, M. M. Spoken narrative. In GEE, J. P. & HANDFORD, M. (Eds). The Routledge Handbook of Discourse Analysis. Taylor & Francis. 2012. p. 326–341.
Kessler, S. J., & Mckenna, W. Gender: An ethnomethodological approach. The University of Chicago Press. 1978.
Langer-Osuna, J. M. How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, v. 11 n. 3, p. 207–225. 2011.
Leder, G. C. Gender and mathematics education: An overview. In KAISER, G. & PRESMEG (Eds). Compendium for early career researchers in mathematics education. ICME-13 Monographs. 2019. p. 289–308.
Leder, G. C., & Forgasz, H. J. A case study in mathematics: Looking back towards the future. The Australian Educational Researcher, v. 24, n. 3, p. 97–113. 1997.
Leyva, L. A. An intersectional analysis of Latin@ college women’s counter-stories in mathematics. Journal of Urban Mathematics Education, v. 9, n. 2, p. 81–121. 2016.
Leyva, L. A. Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, v. 48, n. 4, p. 397-433. 2017.
Lim, J. H. The road not taken: Two African-American girls’ experiences with school mathematics. Race Ethnicity and Education, v. 11, n. 3, p. 303–317. 2008.
LubiensKI, S. T., & Ganley, C. M. (2017). Research on gender and mathematics. In CAI, J. (Ed). Compendium for research in mathematics education. NCTM. 2017. p. 649–666.
Majors, R., & BIllson, J. M. Cool pose: The dilemmas of black manhood in America. Maxwell Macmillan. 1992.
Mäkelä, M. L., & Kalalahtii, M. Facing uncertainty yet feeling confident: Teenage migrant girls’ agencies in upper secondary school transitions. Scandinavian Journal of Educational Research, v. 64, n. 1, p. 118–134. 2020
Markovits, Z. & Forgasz, H. J. “Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, v. 96, n. 1, p. 49–64. 2017.
Marsh, H. W., Van Zanden, B., Parker, P. D., Guo J., Conigrave, J., & Seaton, M. Young women face disadvantage to enrollment in university STEM coursework regardless of prior achievement and attitudes. American Educational Research Journal, v. 56, n. 5, p. 1629–1680. 2019.
Mendick, H. A beautiful myth? the gendering of being/doing “good at maths.” Gender and Education, v. 17, n. 2, p. 203–219. 2005.
Mendick, H. Masculinities in mathematics. McGraw-Hill Education. 2006.
Mendick, H. Subtracting difference: Troubling transitions from GCSE to AS-level mathematics. British Educational Research Journal, v. 34, n. 6, p. 711–732. 2008.
Norris, S. Identity in (inter)action: Introducing multimodal interaction analysis. De Gruyter Mouton. 2011.
Nuamah, S. A. Achievement oriented: Developing positive academic identities for girl students at an urban school. American Educational Research Journal, v. 55, n. 6, p. 1307–1338. 2018.
Oppland-Cordell, S. Mathematics and racial identity co-construction in multiple sociopolitical contexts: A case study of a Latina undergraduate student from an urban community. Journal of Urban Learning, Teaching, and Research, v. 9, p. 89–99. 2013.
Oppland-Cordell, S., & Martin. Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, v. 27, n. 1, p. 21–49. 2015.
Pascoe, C. J. Dude, you’re a fag: Masculinity and sexuality in high school. University of California Press. 2007.
Pascoe, C. J., & Bridges, T. Exploring masculinities: History, reproduction, hegemony, and dislocation. In PASCOE, C. J. & BRDIGES, T. (Eds). Exploring masculinities: Identity, inequality, continuity, and change. Oxford University Press. 2016. p. 1–34.
Radovic, D., Black, L., Salas, C. E., & Williams, J. Being a girl mathematician: Diversity of positive mathematical identities in a secondary classroom. Journal for Research in Mathematics Education, v. 48, n. 4, p. 434–464. 2017.
Richardson, S. Gender Lessons: Patriarchy, Sextyping and Schools. Sense Publishers. 2015.
RIsman, B. J. Gender as social structure. In RISMAN, B. J., FROYUM, C., & SCARBOROUGH, W. J. (Eds). Handbook of the Sociology of Gender (2nd ed). Springer. 2018a. p. 19–43.
Risman, B. J. Where the Millenials will take us. Oxford University Press. 2018b
Rubel, L. H. Speaking up and speaking out about gender in mathematics. The Mathematics Teacher, v. 109, n. 6, p. 434–439. 2016.
Rury, J. L. Education and social change: Contours in the history of American schooling (5th ed.). [Kindle version]. Retrieved from Amazon.com. 2016.
Siivonen, P. “A bad head for maths”? Constructions of Educability and Mathematics in Adult Students’ Narrative Life Histories. Scandinavian Journal of Educational Research, v. 57, n. 5, p. 507–525. 2013.
Siivonen, P., Komulainen, K., Räty, H., Korhonen, M., Kasanen, K., & Rautiainen, R. Salvation or a broken promise? Two adult graduates’ social positioning in education and working life. Scandinavian Journal of Educational Research, v. 60, n. 1, p. 110–125. 2016.
Solomon, Y. Finding a voice? Narrating the female self in mathematics. Educational Studies in Mathematics, v. 80, n. 1–2, p. 171–183. 2012.
Solomon, Y., Radovic, D., & Black, L. “I can actually be very feminine here”: Contradiction and hybridity in becoming a female mathematician. Educational Studies in Mathematics, v. 91, n. 1, p. 55–71. 2016
Stearns, E., Bottia, M. C., Giersch, J., Mickelson, R. A., Moller, S., Jha, N., & Dancy, M. Do relative advantages in STEM grades explain the gender gap in selection of a STEM major in college? A multimethod answer. American Educational Research Journal, v. 57, n. 1, p. 218–257. 2020.
Thorne, B. Gender play: Girls and boys in school. Rutgers University Press. 1993.
Tobin, J., & Hseuh, Y. The poetics and pleasures of video ethnography of education. In GOLDMAN, R., PEA, R., BARRON, B. & DERRY, S. (Eds). Video research in the learning sciences. Lawrence Erlbaum Associates Publishers. 2007. p. 77–92.
Walshaw, M. A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light? Journal for Research in Mathematics Education, v. 32, n. 5, p. 471–492. 2001.
Walshaw, M. Getting political and unraveling layers of gendered mathematical identifications. Cambridge Journal of Education, v. 35, n. 1, p. 19–34. 2005.
West, C., & Zimmerman, D. H. Doing gender. Gender and Society, v. 1, n. 2, p. 125–151. 1987.
Williams, J., Black, L., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. Repertoires of aspiration, narratives of identity, and cultural models of mathematics in practice. In CéSAR, M. & KIMPULAINEN, K. (Eds). Social interactions in multicultural settings. Sense Publishers. 2009. p. 39–69.
Copyright (c) 2024 Perspectivas da Educação Matemática
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
