O debate de Gênero no Ensino de Física no Brasil: uma análise sistemática de teses e dissertações

Abstract

This article analyzes the academic production on the gender debate in Physics Education in Brazilian theses and dissertations. In order to understand the production and map the thematic trends in this field of study, we conducted a survey of the productions in the CAPES Catalog of Theses and Dissertations and in the Brazilian Digital Library of Theses and Dissertations (BDTD). This is a qualitative research of the systematic review type without a time frame, which adopts as inclusion criteria titles and abstracts related to research that investigates gender and Physics Education in Brazil. The survey identified 19 researchers that investigate Gender and Physics Education (4 theses and 15 dissertations), 14 of which are from the CAPES Catalog, 13 from the BDTD and 8 researches common to both databases. This topic has been explored in Brazil for at least 15 years, starting in 2009, with the most recent study dating from 2023. The identified research was analyzed and categorized in relation to their thematic focuses, from which four categories emerged that highlight the interests and approaches of gender studies and Physics Teaching in Brazil, namely: Gender Representations in Education; Participation, Learning and Permanence of Women in Science; Experiences for Gender Equity in Physics; and, Conceptions of Educators on Gender in Natural Sciences. In addition, the research shows a predominance of gender studies in Physics Teaching in the South and Southeast regions of Brazil and notes the absence of studies on this topic in the Central-West and North regions of Brazil. The analysis of the productions points to the low visibility of the Gender debate in Physics Teaching, but reveals a field of diagnostic and propositional study.