WOMEN IN MATHEMATICS, WHY NOT?

Abstract

In view of the gap present in the relation between women and mathematics perceived throughout life and focused on the study of the discipline of Anthropology of Education, the present work was developed aiming to identify "which elements, present in the social relations of gender experienced and/or assumed by the students, could bring girls closer or further away from school mathematics and from future professional practices related to exact sciences?”. To answer the problem question, the following specific objectives were defined: a) carry out bibliographic research, which aims to seek theoretical foundations for the conceptual aspects related to gender studies and their relationship with mathematics; b) carry out an audiovisual activity – targeting high school students from state education - involving the theme of gender discrimination in mathematics, followed by a conversation circle to explore the students' perception of the relationship between gender and math; c) discuss, reflect and point out, along with the research subjects, aspects that distance or bring girls closer to mathematics. The work was developed through a case study carried out in a public high school in Cachoeiro de Itapemirim, with 1st grade high school students. In view of the results found, it can be seen that the elements that keep girls away from mathematics are directly linked to the family and school environment and to gender stereotypes found since childhood and perpetuated by common sense throughout life.