Manifestations of Sexism in Science Classes as a Result of Humor as a Pedagogical Strategy

This article aims to understand how relations are constituted in the emergence of sexism in Elementary School Science classes through humor as a pedagogical strategy. The methodology consisted of a bricolage engendered by educational ethnography and discourse analysis elements. The ethnographic tools used were immersive observation, dense description and semi-structured interviews. An eighth-grade class was followed for ten months, and, in eighteen classes, the teacher used humor as a pedagogical strategy, reverberating in events marked by sexism. The dense description of these classes underwent a reading highlighted by principles of discourse analysis inspired by Foucault. It was observed that, once established in classes, sexism promotes a series of effects on subjects and power relations marked by sexual dimorphism, the rivalry between the feminine and masculine and the superiority of the masculine over the feminine. The conditions inherent to manifestations of sexism are linked to teaching action, and the effects produced on subjects are beyond the teacher’s control and can cause, for example, embarrassment. In this way, the article contributes to the debate on the denaturalization of gender issues in the presence of humor as a pedagogical strategy in Science classes

Manifestações de Sexismo em Aulas de Ciências em Decorrência do Humor Como Estratégia Pedagógica

O objetivo deste artigo é compreender como as relações de poder se constituem na emergência do sexismo em aulas de Ciências do Ensino Fundamental a partir do uso do humor como estratégia pedagógica. A metodologia consistiu em uma bricolagem engendrada por elementos da etnografia educacional e da análise de discurso. As ferramentas da etnografia utilizadas foram a observação imersiva, a descrição densa e a entrevista semiestruturada. Uma turma de oitavo ano foi acompanhada por dez meses e, em dezoito aulas, o/a docente lançou mão do humor como estratégia pedagógica reverberando em acontecimentos marcados pelo sexismo. A descrição densa dessas aulas passou por uma leitura frisada por princípios da análise do discurso de inspiração foucaultiana. Observou-se que, uma vez instaurado nas aulas, o sexismo promove uma série de afetações sobre os sujeitos e relações de poder marcadas pelo dimorfismo sexual, a rivalidade entre o feminino e masculino e a superioridade do masculino sobre o feminino. As condições inerentes a manifestações do sexismo estão atrelados à ação docente e os efeitos produzidos nos sujeitos escapam do controle do/ professor/a, podendo produzir, por exemplo, constrangimentos. Desse modo, o artigo contribui para o debate sobre a desnaturalização das questões de gênero na presença do humor como estratégia pedagógica em aulas de Ciências

Educomunicação, Transformação Social e Desenvolvimento Sustentável

Esta publicação apresenta os principais trabalhos dos GTs do II Congresso Internacional de Comunicação e Educação nos temas Transformação social, com os artigos que abordam principalmente Educomunicação e/ou Mídia-Educação, no contexto de políticas de diversidade, inclusão e equidade; e, em Desenvolvimento Sustentável os artigos que abordam os avanços da relação comunicação/educação no contexto da educação ambiental e desenvolvimento sustentável

Resumos em andamento - Educação

Resumos em andamento - Educaçã

Resumos em andamento - Educação

Resumos em andamento - Educaçã

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora

Núcleos de Ensino da Unesp: artigos 2007

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq