Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

In this paper we bring together work on landscape, temporality and lay knowledges to propose new ways of understanding climate change. A focus on the familiar landscapes of everyday life offers an opportunity to examine how climate change could be researched as a relational phenomenon, understood on a local level, with distinctive spatialities and temporalities. Climate change can be observed in relation to landscape but also felt, sensed, apprehended emotionally as part of the fabric of everyday life in which acceptance, denial, resignation and action co-exist as personal and social responses to the local manifestations of a global problem.

Human geographies of climate change: Landscape, temporality, and lay knowledges:

Desde a decada de sessenta, curriculos de ensino de ciencias com enfase em CTS – ciencia, tecnologia e sociedade – vem sendo desenvolvidos no mundo inteiro. Tais curriculos apresentam como objetivo central preparar os alunos para o exercicio da cidadania e caracterizam-se por uma abordagem dos conteudos cientificos no seu contexto social. No presente artigo, discutimos criticamente os pressupostos desses curriculos, de modo a fornecer subsidios para a elaboracao de novos modelos curriculares na area de Ciencias da Natureza e suas Tecnologias os quais possam contemplar a finalidade da educacao basica em preparar o aluno para o exercicio consciente da cidadania.

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Uma análise de pressupostos teóricos da abordagem C-T-S (Ciência - Tecnologia - Sociedade) no contexto da educação brasileira

No presente artigo, partindo-se do movimento ciencia-tecnologia-sociedade – CTS ou ciencia-tecnologia-sociedadeambiente – CTSA, propoe-se uma abordagem de contextualizacao no ensino de ciencias em uma perspectiva critica, apresentando como exemplo o modelo curricular desenvolvido pelo Projeto de Ensino Quimica e Sociedade – Pequis na Universidade de Brasilia. Para isso, sao discutidas concepcoes de contextualizacao de CTS e orientacoes curriculares estabelecidas pelos documentos dos Parâmetros Curriculares Nacionais – PCN. A partir dessas consideracoes, sao delineadas questoes sobre o que seria um ensino de CTS/CTSA na perspectiva critico-social, incorporando ideias de Paulo Freire. Ao final, sao apresentadas sugestoes de abordagem dessa perspectiva e desafios a serem enfrentados pelos professores.

http://files.gpecea-usp.webnode.com.br/200000358-0e00c0e7d9/AULA%206-%20TEXTO%2014-%20CONTEXTUALIZACAO%20NO%20ENSINO%20DE%20CIENCIAS%20POR%20MEI.pdf

Contextualização no ensino de ciências por meio de temas cts em uma perspectiva crítica

Increasingly, t echnological-scientific literacy has been postulated while fundamental dimension in the social dynamics related to technological-scientific development. However, technological-scientific literacy covers a wide spectrum of meanings. The objectives are diverse and diffuse. This paper discusses technological-scientific literacy according to reductionistic and broad perspectives. The reductionism, in ou r analysis, does not consider the e xistence o f constructions that underlie the production of technological-scientific knowledge, such as the one that leads to the conception of science and technology neutrality. This conception can be related to myths which a re called superiority of technocratic decisions’ model, t echnological-science saving perspective and technological determinism. The b road perspective, proposed in this work, aims to comprehend the interactions among Science-Technology-Society (STS), associating the learning of concepts to the myths discussions.

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Alfabetização científico-tecnológica para quê?

Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología

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Ciencia, Tecnología y Género

The aim of this paper is to attempt to answer a key question of current STS scholarship and activism alike. Namely, what role should lay knowledge play in an adequate managing of technology and environment-related issues? On the basis of the intrinsic limitations of expert knowledge, the potential utility of local knowledge, and the need for political legitimacy, we argue for an active role for lay knowledge in technological and environmental policymaking. In our view, public participation should not end with a political sensitivity to public perceptions or public opinion; it should actively involve lay knowledge in order to achieve firm political legitimacy and a technically efficient policymaking in environment or technology-related issues. In the second part of this paper, we will apply our general argument to a case study of forestry policy: the so-called "eucalyptus problem" in Asturias, northern Spain.

Lay knowledge and public participation in technological and environmental policy

Políticas del bosque: expertos, políticos y ciudadanos en la polémica del eucalipto en Asturias

Literature on gender and environment has developed intensely in the last 30 years with very diverse approaches and purposes. Beyond classic ecofeminisms, recent research has focused on the material conditions that favour the direct relationship of women with the environment and its problems. These analyses show that women are not an homogeneous category; rather they are situated in different settings, they receive a variety of social pressions, and they are motivated by an array of considerations. In this contribution I argue that paying attention to this diversity is a crucial requirement both for an adequate understanding of the factors influencing human relationship with the natural environment and for the identification of intervention areas and strategies. However, the situation of any particular woman develops against the background of a gender ideology that resists social changes and the construction of individual identities free from gender roles. This is why I also defend the relevance of gender analysis in dealing with environmental attitudes and behaviors.

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Marta Isabel González García

Papers

Ciencia, tecnología y sociedad: una introducción al estudio social de la ciencia y la tecnología

Ciencia, Tecnología y Género

Lay knowledge and public participation in technological and environmental policy

Políticas del bosque: expertos, políticos y ciudadanos en la polémica del eucalipto en Asturias

Habitando los espacios naturales en cuerpos sexuados: género