Ser professora de Ciências Naturais: motivações e desafios analisados pela perspectiva de gênero

Abstract

Women are a minority in STEM fields worldwide, but in those related to care, such as Health and Education, they are a majority compared to men. Given this scenario, this study sought to understand the factors that influenced female Science teachers to choose this career, as well as to investigate their main difficulties during their academic training. Eleven female Science teachers working in the final years of elementary school, all graduates of the same Natural Sciences degree program at a federal public university, participated in this qualitative research. Semi-structured interviews were conducted online, and the data were analyzed using Discursive Textual Analysis methodology, identifying four initial emerging categories: 1. “Self-image and perceptions”; 2. “Choice of course”; 3. “Academic experiences: Acceptance, learning, and discrimination”; and, 4. “Teacher and woman scientist”. The results demonstrated that the choice of teaching, as well as remaining in the course, was associated with different factors, including affective, social, economic, and historical aspects. Although some teachers did not have teaching as their first choice, they were influenced to remain in the course due to the welcoming university environment, a fact that redefined their professional identity. However, there were reports of misogynistic and sexist episodes in some of the subjects they taught, highlighting the importance of educational policies and actions to combat sexism. These teachers reported that, based on their academic backgrounds and school experiences, they feel like teachers and scientists capable of producing knowledge in diverse contexts, especially in school.