Women, Education and Science

Abstract

The study presented discusses the insertion of women in the sciences and starts from the assumption that Western epistemology is based on the dualism that is hierarchical, since it privileges mind or reason, said to be proper to masculinity, to the detriment of prejudice against the body and matter, which represents femininity. The objective is to analyze gender relations, whose differences have deepened social and, in particular, educational inequality, especially in relation to the insertion of women in the sciences. To fulfill the proposed objective, the methodology used will be the combination of analysis-synthesis and historical-logic methods, conceived in its dialectic unit. Research techniques such as bibliographic and documentary were used, through data provided by international organizations, censuses and national research institutes. The study of this theme is justified for considering it relevant in the current context where much is discussed from the perspective of building a plural society, with gender justice and less inequality. It is worth mentioning that the study proposed here was presented at the meeting of ANPEd - North, in 2016, at the Federal University of Pará. Thus, it is understandable that education for gender relations has been a relevant theme regarding practices oriented to the discussion of prejudice and discrimination against women.