The Intentionality of Pedagogical Actions to Deconstruct Gender Stereotypes in Natural Sciences Lessons

Abstract The objective of this paper is to identify in guidelines in the literature to promote greater interaction among girls in activities related to natural sciences and to investigate the impact of these practices. Based on theoretical survey, the following categories were elaborated: avoiding sexist examples; presenting feminine references in natural sciences; distributing questions evenly; and distributing talk time evenly. These subsidized the teaching practices and guided the action of the mediators during an extension project at university with Elementary School students. The records of this project, which were analyzed quantitatively and qualitatively, provided data for this research. In these activities, the mediators facilitated the more equitable interaction among children and established references to women scientists in natural sciences for the participants. Our results show that mediator intentionality subsidized actions with a potential to promote the interest and participation of the girls in the subjects related to natural sciences.