História das mulheres na ciência e aspectos da natureza das ciências: possibilidades para educação científica

Abstract

In this theoretical essay, we seek to reflect on how the history of women in science can provide pedagogical elements to implement the teaching of the Nature of Science (N0S). We chose to present the Family Resemblance approach, as it currently includes one of the most complete models for NoS. This approach proposes that sciences are grouped into two main systems: the cognitive-epistemic and the social-institutional, which are subdivided into eleven other categories. We put into dialogue the history of women in science and three of these categories foreseen in the socio-institutional system: (a) social organizations and interactions, (b) structures of political power and (c) financial systems. We consider that these three categories reflect the role of social influences on the scientific enterprise, reinforcing that science does not exist in isolation from society and, structurally, presents sexist elements. Learning about NoS involves exploring historical cases in science in which gender relations played a significant role. These cases include the appropriation of knowledge produced by women, the roles historically attributed to them in these contexts, the disparities in the representation of women in science, the disregard of their desires in research agendas and the absence of their voices in the construction of scientific knowledge.