Garotas só querem somar
desenvolvimento sustentável, questões de gênero e as áreas STEM
DOI:
https://doi.org/10.46312/pem.v17i47.21119Keywords:
Gender., STEM., Mathematics., Sustainable development., Agenda 2030.Abstract
This paper uses an episode of The Simpsons to illustrate gender stereotypes in the Western world and their implications for contemporary lifestyles. It also uses the Foucauldian notion of problematization as a guide for the analysis of recently released UNESCO reports on gender, STEM and sustainable development. The notion of sustainable development is taken from what has been discussed in the UN's 2030 Agenda. The ways in which mathematics, as one of the STEM areas, has been given a leading role in debates on sustainable development are questioned. In this context, the relationships established between mathematics and gender equality are put forward as a way of achieving the 2030 Agenda and its alleged sustainable development. Therefore, the main objective is to problematize the role of mathematics in achieving what has come to be called sustainable development and its relationship with so-called gender equity. Gender issues from a Western perspective are also problematized and form the basis of the paper's conclusions. Finally, we call for practices guided by a pessimistic hyperactivism that proposes commitment to a posture of uninterrupted inquiry by assuming that not everything is bad, but everything is dangerous
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BUTLER, J. Bodies that matter: On the discursive limits of sex. Londres, England: Routledge, 2015.
BUTLER, J. Desfazendo o gênero. São Paulo: Editora Unesp, 2022
EPPLE, C. Coming to terms with Navajo nádleehí: A critique of berdache, “gay,” “alternate gender,” and “two-spirit”. American ethnologist, v. 25, n. 2, p. 267–290, 1998.
FOUCAULT, M. Ditos e Escritos V: ética, sexualidade, política. 2ª ed. Rio de Janeiro: Forense Universitária. 2006.
FOUCAULT, M. Microfísica do Poder. 13ª ed. Rio de Janeiro: Editora Graal. 1998
HALL, S. Cultura e Representação. Editora Puc Rio, 2016.
HENCKE, J. et al. Missing out on half of the world’s potential: Fewer female than male top achievers in mathematics and science want a career in these felds IEA Compass. Briefs in Education, n. 17, 2022.
LAURETIS, T. D. Technologies of Gender. Bloomington, MN, USA: Indiana University Press, 1987.
MASTER, A. Gender stereotypes influence children’s STEM motivation. Child development perspectives, v. 15, n. 3, p. 203–210, 2021.
MARTINELLI, L. Basic Income, Automation, and Labour Market Change. Zenodo, 2019. Disponível em: http://dx.doi.org/10.5281/ZENODO.3396744
NETO, V.; BATISTA, R. Problematizando a Agenda da Educação 2030: Relatório da UNESCO, Relações de Gênero, Educação STEM e Direitos Humanos. Revista de Educação Matemática, v. 17, p. e020057, 2020. http://doi.org/10.37001/remat25269062v17id466
OYĚWÙMÍ, O. Invention of women: Making an African sense of western gender discourses. Minneapolis, MN, USA: University of Minnesota Press, 1997.
OYĚWÙMÍ, O. Conceptualizing Gender: The Eurocentric Foundations of Feminist Concepts and the challenge of African Epistemologies. African Gender Scholarship: Concepts, Methodologies and Paradigms. CODESRIA Gender Series. V. 1, Dakar, CODESRIA, 2004, p. 1-8
PAIS, A. Mathematics education as a matter of economy. Em: Encyclopedia of Educational Philosophy and Theory. Singapore: Springer Singapore, 2017. p. 1399–1403.
POPKEWITZ, T. The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American educational research journal, v. 41, n. 1, p. 3–34, 2004.
RABINOW, P. DREYFUS, H. L. Michel Foucault, uma trajetória filosófica: (para além do estruturalismo e da hermenêutica). Rio de Janeiro: Forense Universitária, 1995.
TRÖHLER, D. Curriculum history or the educational construction of Europe in the long nineteenth century. European educational research journal, v. 15, n. 3, p. 279–297, 2016.
UNESCO. Education for Sustainable Development Goals Learning Objectives. UNESCO: Paris, 2017
UNESCO. Artificial Intelligence for Sustainable Development: Challenges and Opportunities for UNESCO’s Science and Engineering Programmes. S. Schneegans (ed.). UNESCO: Paris, 2019a.
UNESCO. Descifrar el códico: la educación de las niñas y mujeres en las ciencias, tecnología, ingeniería y matemáticas (STEM). Organización de las Naciones Unidas para la Educación, la Ciencias y la Cultura, París Francia, 2019b.
UNESCO. To be smart, the digital revolution will need to be inclusive. Excerpt from the UNESCO Science Report. UNESCO: Paris, 2021
UNESCO. UNESCO’s eforts to achieve gender equality in and through education: 2021 Highlights. 2022
VALERO, P. Mathematics for all, economic growth, and the making of the citizen-worker. Em: POPKEWITZ, T. S.; DIAZ, J.; KIRCHGASLER, C. (Eds.). A political sociology of educational knowledge: Studies of exclusions and difference. New York: Routledge, 2017. p. 117–132.
VALERO, P. Human capitals: School mathematics and the making of the homus oeconomicus. Journal of Urban Mathematics Education, v. 11, n. 1 & 2, p. 103–117, 2018.
WODON, Q., la BRIÈRE, B. Unrealized Potential: The High Cost of Gender Inequality in Earnings. The Cost of Gender Inequality Notes Series. Washington, DC: The World Bank, 2018.
YOLCU, A. Historicizing “math for all”. Em: CHRONAKI, A. (Ed.). Mathematics education and life at times of crisis. MES 9 conference proceedings. Volos, Greece: University of Thessaly Press, 2017. v. 2p. 1011–1022.
ZIOLS, R.; KIRCHGASLER, K. L. Health and pathology: a brief history of the biopolitics of US mathematics education. Educational studies in mathematics, v. 108, n. 1–2, p. 123–142, 2021.
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Published
2024-11-04
Issue
Section
Debates contemporâneos sobre Gêneros (e/,) Sexualidades e Educação Matemática
How to Cite
NETO, Vanessa Franco. Garotas só querem somar: desenvolvimento sustentável, questões de gênero e as áreas STEM. Perspectivas da Educação Matemática, [S. l.], v. 17, n. 47, p. 1–19, 2024. DOI: 10.46312/pem.v17i47.21119. Disponível em: https://periodicos.ufms.br/index.php/pedmat/article/view/21119. Acesso em: 30 jan. 2026.
