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Rozenilda Luz Oliveira De Mtos 2019.Pdf UNIVERSIDADE ESTADUAL DE MARINGÁ CENTRO DE CIÊNCIAS EXATAS PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO PARA A CIÊNCIA E A MATEMÁTICA – PCM O ENSINO DA COMPUTAÇÃO PARA AS MENINAS: UMA TRAJETÓRIA DE SILÊNCIOS E TRANSGRESSÕES ROZENILDA LUZ OLIVEIRA DE MATOS Orientador: Prof. Dr. Ourides Santin Filho Co-orientadora: Profa. Dra. Neide Maria Michellan Kiouranis MARINGÁ 2019 1 UNIVERSIDADE ESTADUAL DE MARINGÁ CENTRO DE CIÊNCIAS EXATAS PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO PARA A CIÊNCIA E A MATEMÁTICA – PCM O ENSINO DA COMPUTAÇÃO PARA AS MENINAS: UMA TRAJETÓRIA DE SILÊNCIOS E TRANSGRESSÕES Tese apresentada ao Programa de Pós- graduação em Ensino de Ciências e da Matemática, como requisito para a obtenção do título de Doutora em Ensino de Ciências e da Matemática. MARINGÁ 2019 2 3 4 “Tem horas em que penso que a gente carecia, de repente, de acordar de alguma espécie de encanto.” (João Guimarães Rosa. Livro: Grande Sertão Veredas) Dedico à todas as mulheres e homens que buscam incansavelmente o conhecimento e procuram construir um mundo igualitário, mesmo tendo que abdicar de sua própria liberdade. 5 AGRADECIMENTOS Agradeço ao Programa de Pós-graduação em Ensino de Ciências e da Matemática da Universidade Estadual do Paraná; agradeço à CAPES por me conceder dois anos de bolsa para a pesquisa, propiciando a participação em seminários, livros e também me garantindo o básico para que eu continuasse com a pesquisa. Agradeço aos professores do programa e aos amigos de sala. Agradeço em especial ao meu orientador Ourides Santin Filho, à minha coorientadora, Neide Kiouranis e aos membros da banca que tanto me auxiliaram com os ricos apontamentos feitos ao trabalho. Agradeço aos meus pais pelo incentivo e toda à minha família e aos meus filhos (Ísis, Ícaro e Giordano) pela compreensão da ausência durante os estudos. Aos meus amigos pelos momentos de conversação sobre os problemas da tese (Ederson, Rosa, Marcela e Lia). Agradeço às mulheres que nunca desistem e que, sem saberem que eu existo, me incentivaram. Em cada fagulha das centenas de fogueiras em que as mulheres queimaram, eu lá estava, em cada porão, cada roupa longa, apertada, velada e escura, cabelos desgrenhados, mãos machucadas, peles queimadas, cada lágrima de fome, tudo foi e é compartilhado por todas nós. Sempre estarei presente nas dores de cada uma. Essa é a mediação. Não somos nada sendo um e isolados. Essa é a totalidade. Mulheres e homens unidos para mudar a realidade da dominação e dogmatismo. Isso é a práxis. Em um mundo pragmático e excludente, que todos se levantem aos berros como em uma revolução: Ninguém solta a mão de ninguém! Na contramão do que pensa o sistema capitalista sobre a utilidade do conhecimento, alguns programas de pós-graduação trazem linhas de pesquisas e verdadeiros intelectuais, que nos ajudam a estudar as diferentes realidades, dos mais fragilizados, dos invisíveis e párias do capital. São esses programas que resgatam o verdadeiro sentido da Universidade: A Universidade como berço do pensamento livre. A essas Universidades e a esses intelectuais, dentre eles o meu orientador, minha eterna gratidão. 6 MATOS, R. L. O. O ensino da computação para as meninas: uma trajetória de silêncios e transgressões. Tese (Doutorado em Educação para a Ciência e a Matemática) – Centro de Ciências Exatas – UEM, Maringá, 2018. RESUMO O presente trabalho busca responder a seguinte questão: Como o desenvolvimento da ciência da computação e a participação das mulheres no desenvolvimento dessa ciência influenciou projetos escolares no Brasil? O objetivo da pesquisa foi o de investigar alguns aspectos que evidenciam a presença feminina na constituição da própria história da computação. Também iremos refletir sobre questões sociais, culturais e econômicas da atuação da mulher na ciência da computação e como ficou o papel da escola em relação ao ensino da ciência da computação para as meninas. Para tanto, apresentamos aqui importantes reflexões sobre a participação das mulheres na história da ciência e da ciência da computação. Analisamos também o papel da UNESCO nas definições de ações e estratégias para o ingresso das mulheres na ciência e dialogamos sobre o “silenciamento” do trabalho das mulheres na computação. Utilizamos como referencial de análise o materialismo histórico dialético de Karl Marx, demonstrando que as ações institucionais desenvolvidas ao redor do mundo no sentido de tentar “inserir” a mulher dentro do processo de produção de conhecimento não tem feito mais do que reproduzir um modelo excludente que já se enraizou na sociedade. Palavras chave: História da computação; mulheres na ciência; ensino, materialismo histórico dialético ABSTRACT This research aims to answer the following question: How does the development of computer science and women’s participation in the development of this Science influence educational projects in Brazilian schools? The object of this research was to explore aspects that underline women’s presence in building the history of computing. The paper also offers a reflection on social, cultural and economic issues in relation to women’s performance in computer science and the role of schools in relation to teaching computer science to girls. For this purpose, important considerations on the participation of women in the history of science and in computer science were made. The role of UNESCO (The United Nations Educational, Scientific and Cultural Organization) in the definition of actions and strategies for the inclusion of women in science and, the “silence” surrounding women’s work in computer science, were also analysed. Karl Marx’s historical dialectic materialism was employed as a reference in order to demonstrate that the institutional actions developed around the world to try and integrate women in the production of the knowledge process has not done more than reproduce an excluding model that is already deeply ingrained in society. Key words: History of computing, Women in science, Education, Historical Dialectic Materialism. 7 LISTA DE FIGURAS Figura 1 Casa de Karl Marx em Trier, Alemanha 17 Figura 2 Memorial de Karl Marx no Cemitério de Highgate, em Londres 22 (esq.) e túmulo de Marx no mesmo cemitério.............................. Figura 3 Tear de Jacquard. Museu de Londres............................................ 55 Figura 4 Ada Lovelace, Grace Hopper e Mary Keller................................... 63 Figura 5 Residência de Ada Lovelace em 12, St.James Square Londres 67 Figura 6 Máquina diferencial de Babbagege n. 02..................................... 69 Figura 7 Pintura de Ada Lovelace................................................................ 69 Figura 8 Cartazes convocando para o WAVES............................................ 73 Figura 9 Howard Aiken e Grace Hopper...................................................... 74 Figura 10 O primeiro “bug” num computador............................................... 75 Figura 11 Irmã Mary Keller............................................................................ 77 Figura 12 Distribuição dos investigadores na União Europeia pelos principais domínios científicos e do sexo, setor do ensino superior, ano 2003........................................................................ 111 Figura 13 Variação da participação do público feminino na comunidade gamer mundial ao longo de quatro anos........................................ 138 8 LISTA DE ABREVIATURAS E SIGLAS COBOL Common Business Oriented Language BASIC Beginner's All-purpose Symbolic Instruction Code UNESCO Organização das Nações Unidas para a Educação, Ciência e Cultura ENIAC Eletronic Numeral Integrator and Computer EDVAC Eletronic discrete variable automatic computer WACS Women s´Army Corps NASA National Aeronautics and Space Administration UNIVAC Universal Automatic Computer MIT Massachusetts Institute of Tecnology WEIZAC Computador automático FORTRAN Formula Translation System PROLOG Programação lógica MOBIDIC Mobile Digital Computer FORMAC Formula Manipulation Compiler STP Spanning Tree Protocol EDS Extreme Digital Solutions IBM International Busines Machines WAVES Women Aceptd for voluntary emergency service IUPAC InternacionalUnion of Pure and Applied Chemistry CEDAW Convention on the Elimination of All Forms of Discrimination against Women ONU Organização das Nações Unidas WCS Conferência Mundial sobre ciência ONG Organização não governamental UNIFEM Centro Universitário de Sete Lagoas PIB Produto Interno Bruto SACMEQ Southern Africa Consortium for Monitoring Educational Quality OCDE Organização para a Cooperação e Desenvolvimento Econômico PISA Programme for International Student Assessment IBGE Instituto Brasileiro de Geografia e Estatística UNICAMP Universidade Estadual de Campinas 9 USP Universidade de São Paulo UFRJ Universidade Federal do Rio de Janeiro OEI Organização dos Estados Ibero-americanos CNPq Conselho Nacional de Desenvolvimento Científico e Tecnológico MEC Ministério da Educação e Cultura CAPES Coordenação de aperfeiçoamento de pessoal de nível superior CTR Calculating – Tabulating - Recording SPM-PR Secretaria de Políticas para as Mulheres da Presidência da República MCTI Ministério de Ciência, Tecnologia e Inovação PROEMI Programa Ensino Médio Inovador EUA Estados Unidos da América CETICbr Centro de estudos sobre tecnologias da informação e comunicação no Brasil TIC Tecnologias da Informação e Comunicação BGS Brasil Game Show CERN Centro Europeu de Pesquisa Nuclear AFP ATLAS Forward Proton SPD Partido Social Democrata 10 SUMÁRIO 1 INTRODUÇÃO...............................................................................................
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