mulheres, homens e matemática: uma leitura a partir dos dados do indicador nacional de alfabetismo funcional women, men, and mathematics: a reading of data from the national index of functional literacy

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ID: 169682
2008
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Abstract
Este artigo tem como propósito discutir as diferenças apresentadas por mulheres e homens em práticas matemáticas cotidianas, demandadas pelos apelos ou pelas oportunidades de uma sociedade pautada na dinâmica e nos critérios da cultura escrita. Tomaremos para análise os resultados divulgados na quarta edição da pesquisa Indicador Nacional de Alfabetismo Funcional (INAF), realizada em 2004, que avaliou as condições e a eficiência da população jovem e adulta brasileira na mobilização de habilidades matemáticas na execução de tarefas do cotidiano, e na qual os resultados apresentados pela população masculina foram considerados sensivelmente superiores aos resultados apresentados pela população feminina. Apoiando-nos numa reflexão referenciada numa perspectiva foucaultiana, buscamos compreender esses resultados como articulados a um campo discursivo, marcado pela racionalidade matemática de matriz cartesiana. Analisando, nessa perspectiva, os mecanismos que contribuem para um pior desempenho das mulheres em relação aos homens em avaliações dessa natureza - voltadas para as possibilidades de dar respostas consideradas adequadas na execução de tarefas cotidianas consideradas relevantes -, nossa preocupação se volta para a identificação de mais uma instância de produção de desigualdades entre as mulheres e os homens, representada pela maior valorização (na vida social e nas avaliações) de certos modos de conceber e reagir diante das demandas do cotidiano. Como educadoras, interessanos desvendar a produção das desigualdades, de maneira a desconstruir discursos que a favorecem e instaurar outras perspectivas de análise e de ação pedagógica.
The purpose of this article is to discuss the differences observed between women and men in some of the daily mathematical practices made necessary by the demand and opportunities of a society based on the dynamics and criteria of written culture. We take for our analysis the results published in the fourth edition of the research entitled National Index of Functional Literacy (INAF), carried out in 2004, which evaluated the conditions and efficiency of the Brazilian young and adult populations in mobilizing mathematical skills to carry out daily tasks, and in which the results obtained by the male population were regarded as significantly superior to those achieved by the female population. Based on a reflection grounded in a Foucauldian perspective, we seek to understand these results as articulated to a discursive field marked by a mathematical rationality of Cartesian matrix. Analyzing under such perspective the mechanisms that contribute to degrade women's performance in comparison with men's in assessments of this kind - concerned as they are with the ability to give answers regarded as adequate in the execution of daily tasks regarded as relevant - our attention is focused on identifying another instance of production of inequalities between men and women, represented here by the valuation (in social life and in the assessments) of certain manners of conceiving and reacting to daily demands. As educators we are interested in unveiling the production of inequalities, so as to deconstruct certain discourses that favor them, and in bringing about other perspectives of analysis and pedagogical action.
Reference Key
souza2008educaomulheres, Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Maria Celeste Reis Fernandes de Souza;Maria da Conceição Ferreira Reis Fonseca
Journal brazilian journal of biology
Year 2008
DOI
10.1590/S1517-97022008000300007
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022008000300007
Keywords
gender género mathematical literacy inequalityeducation (general)

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