O jogo como ferramenta de promoção e valorização das mulheres na história da ciência

Abstract

The women's women's disclaimers in the history of science is evidenced when we observe the period in which we attend ed the school and at no time have we witnessed the prominence of female scientists during classes, extracurricular activities or science fairs. In this sense, we perceived the need to discuss female protagonism in the sciences in order to contribute to their visibility and demystify gender stereotypes. Thus, in order to promote and value women's history in science, 17 physical and virtual playful games were developed with the theme "women in the history of science" by the students of the curriculum component History and Philosophy of Science of the Nature Sciences-Bachelor's degree course of the Uruguayan campus in the semester 2021.2. This semester was conducted remotely during the Emergency Remote Education that occurred due to the Pandemic of the SARS-Cov-2 Virus. After the making of the games, 2 games of physical model were selected, being: game 1, "Women's World" in the format of questions and answers and game 2 "Women in Science" in the format of knowledge trail. . The two games were selected because they are accessible for use in the classroom and in scientific dissemination activities. The use of the playful tool in the teaching and learning process helps in the interaction of students in important social and scientific subjects that would be difficult to be approached in another way. This work aims to exemplify actions applied in the classroom that aim to value the female work developed in several areas of science. Introducing to games prepared by students in the Curricular Component of History and Philosophy of Science in the Nature Sciences Course - Bachelor's degree of the Uruguayan campus. In addition, it is intended to use the games selected in the sciences fairs of the municipality, and other activities of extension of the Astronomy club and visits of students from basic education to the physics laboratory. We hope that after performing this activity students, as future teachers, will have a more comprehensive look at gender issues demystifying ingrained concepts that determine and label science as a male area and apply these contextualizations in the classroom, using the games they built during their training and thus can inspire and encourage their students to pursue scientific careers, knowing that there are spaces for women in science.