THE TEXTBOOK: AN ECHO THAT LEGITIMATES GENDER STEREOTYPES IN MATHEMATICS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

• DOI: 10.22533/at.ed.5583162330053

• Palavras-chave: Didactic books; Mathematics; Gender; Subjectivities.

• Keywords: Didactic books; Mathematics; Gender; Subjectivities.

• Abstract:

  Gender issues permeate various social and educational areas, transcend specific issues, and even become a relevant aspect in relation to Sustainable Development, represented by SDG 5, which provides for gender equality and empowerment of girls and women, linked to the recognition that subjects are constituted in the relationships they establish, and that, therefore, such gender identity subjectivities need to be accepted, respected, valued and included in all contexts, including through pedagogical instruments such as books didactics, which represent one of the most used tools by the educator in the classroom. In this sense, our study consists of a qualitative research, of the documentary analysis type, carried out based on the Ápis Collection, of Mathematics, for the initial years of Elementary School, adopted by the Municipality of Campina Grande (Pb), in the academic year of 2022 to subsidize the teaching work, with the objective of analyzing the dimension given to gender issues, and the female representations that are given from the problematizations, with a view to identifying a subjective position or their silencing, in the dissemination of sexist stereotypes. However, for the most part, in the analysis of textbooks, a pattern of problematizations was observed with stereotyped associations of activities and situations based on social roles that are established based on a limited conception of biological gender, thus constituting a silencing of gender subjectivities.