Estereótipos de gênero em STEM: uma revisão sistemática de estudos realizados no ensino fundamental e médio
DOI:
https://doi.org/10.1590/S1678-4634202450258677Palavras-chave:
Ensino fundamental, Ensino médio, Estereótipos de gênero, STEM, Pesquisa empírica em educaçãoResumo
Atualmente, há ambiguidade quanto ao volume de pesquisas empíricas que exploram estereótipos de gênero vinculados às áreas de STEM na educação básica e secundária. Para esclarecer a literatura prevalente e os desafios pertinentes, realizamos uma revisão sistemática, aderindo às diretrizes PRISMA. Este exame abrangeu estudos empíricos oriundos da Scopus e Web of Science, culminando na inclusão de vinte e quatro estudos. Os achados destacam a imperativa necessidade de aumentar as pesquisas anteriores que fornecem insights empíricos sobre as narrativas sociais e científicas em torno dos estereótipos de gênero. Esta revisão ilumina as disparidades de gênero dentro do sistema educacional e a reduzida participação feminina nas áreas de STEM. Concomitantemente, defende a formulação de políticas públicas e intervenções precoces para destacar como as disciplinas de STEM podem reduzir esses desequilíbrios de gênero nos estágios de educação básica e secundária. Do nosso ponto de vista, esta revisão sistemática catalisará futuras investigações empíricas. Seja proveniente de práticas do mundo real ou voltada para o enriquecimento de um quadro teórico específico, tais pesquisas, especialmente envolvendo estudantes de países latino-americanos, são essenciais. Notavelmente, nossa busca não encontrou estudos abordando os temas tratados nesta investigação sobre essas regiões. Portanto, é urgente acelerar os esforços nesses territórios para reconhecer os obstáculos culturais e sociais que afetam a educação em STEM.
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