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Geoscience Communication An interactive open-access journal of the European Geosciences Union
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https://doi.org/10.5194/gc-2020-12
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-2020-12
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.

Submitted as: research article 07 Apr 2020

Submitted as: research article | 07 Apr 2020

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This preprint is currently under review for the journal GC.

Theatre, labs and gender: an education package to improve STEM working environment

Susanne Taina Ramalho Maciel1, Caroline Siqueira Gomide1, Thatianny Alves de Lima Silva2, Gustavo Braga Alcântara3, Cynara Caroline Kern Barreto1, Elisabeth Andreoli1, Lyvian Sena1, and Leandro de Oliveira Evangelista1 Susanne Taina Ramalho Maciel et al.
  • 1University of Brasilia,FUP - UnB,Vila Ns Senhora de Fatima, 73345-010, Brasilia, DF, Brazil
  • 2Universidade Federal de Goias - UFG, Campus Samambaia, 74690-900 Goiania, GO, Brazil
  • 3Secretaria de Estado de Educacao do Distrito Federal - SEEDF SHIS QI 15 - Lago Sul, Brasília/DF, 70297-400

Abstract. Gender affects all aspects of life, and the working and learning environment of science, technology, engineering and geosciences presents no exception. Gender issues concerning access, permanence and ascension of women in exact and earth sciences careers, in general, relates between other causes, to the underrepresentation of women in science communications, sexual or moral harassment caused by professors and colleagues during undergraduate and graduate ages, or the overload of housework for girls, when compared to boys, during early school ages. In other words, gender imbalance in science and technology careers may be seen as the result of a series of structured oppression suffered by women of all ages. In this context, we propose the development of an education package designed to understand these processes at different levels. One of the tools of this package is known as the Theatre of the Oppressed. Elaborated by Augusto Boal in the 1970s, the Theatre of the Oppressed uses theatre techniques as means of promoting social and political changes. Usually, a scene takes place, revealing an oppression situation. The audience becomes what is called spect-actors, where they become active by exploring, showing, and transforming the reality in which they are living. In the context of gender issues in exact sciences careers, the students can stage situations that reveal subtle actions of power relations that usually put women in subservience places. Our experience showed that even though the acting is fiction, the spectators learn much from the enactment, because the simulation of real-life situations, problems, and solutions stimulates the practice of resistance to oppression in reality, within a condition that offers a safe space for practising making a change. The package also includes a set of laboratory routines based on the work of female scientists, directed to students from 12 to 18 years old. The idea of the labs is to work as a school reinforcement on natural sciences disciplines, and to give visibility to women in science, improving issues such as underrepresentation and mistrust in women work. We show the evaluation of learning efficiency by assessing the results of a quiz.

Susanne Taina Ramalho Maciel et al.

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Susanne Taina Ramalho Maciel et al.

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Short summary
We present the results of a theatre based project designed to promote gender equity in STEM disciplines. We use the Theatre of The oppressed techniques to promote discussions about gender issues concerning access, permanence and ascension of women in exact and earth sciences careers. The scenes are able to show that, in general, these issues relates between other causes, to structural paternal culture, and reveal how all kinds of harassment can take place in academia.
We present the results of a theatre based project designed to promote gender equity in STEM...
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