Memórias de infância, relações de gênero, educação e violências : entre vidas e linhas de outras Marias

• Ano de defesa: 2020
• Autor(a) principal: Antunes, Tatiane Coelho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Infância; Gênero; Educação; Violência de gênero; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Childhood; Genre; Education; Gender-based violence
• Link de acesso: http://ri.ufmt.br/handle/1/3839

From a historical perspective, we are faced with the fact that, from an early age, various institutions, such as the family, the school, the media and the different cultural artifacts, participate in the production of children's gender relations and experiences. The speeches that give materiality to these devices tend to converge in order to preserve a conservative ideal of society, within a normative, regulatory and compulsory perspective. The present research aims to analyze the meanings about gender relations, in the family and at school, that women in situations of Protective Measures of the Maria da Penha Law produce in their childhood memories and how they reverberate in the ways they signify the experiences of violence lived in the present. The narratives are analyzed from the following axes: childhood; the relationship with the school; the relationship with the family; gender relations; violence and the Maria da Penha Law; and the reframing of memories in the present. The research participants are five women, aged between 25 and 50 years, who have Protection Measures under the Maria da Penha Law, in the Single Court of the District Forum of the municipality of Pedra Preta, Mato Grosso, during 2017. As a theoretical-methodological framework, the research has the main contributions of: Judith Butler and Guacira Louro, for the analysis of gender relations; Walter Benjamin and Jeanne Marie Gagnebin, for understanding memory as an experience; and Michel Foucault, for the analysis of the speeches produced in childhood memories. Still as a methodological approach, intersectionality was adopted as a way of avoiding generalizations and introducing social markers such as intersections that affect the ways in which various phenomena can be aggravated and experienced, having as theoretical references Kimberlé Crenshaw, Gayatri Spivak, Djamila Ribeiro, Carla Akotirene and Helena Hirata. In the analyzes, it is noted that the research participants have experiences with the male marked by pain, oppression and the violation of their bodies since childhood, revealing the omission of the supposed “protection” within a moralizing discourse and implying in the ways they experience sexuality in the present. The family and the school appear in the narratives as disciplinary institutions, crossed by gender norms, immersed in a regime of truth that aims to legitimize an “ideal-typical child” and intelligible within the cisheteronormative system. Allied to these issues are the power relations in family interactions when establishing the child as the property of adults. Violence, in addition to being intersected with various social markers, appears closely related to the constitution of gender, based on the principles of an education based on what was agreed to be ideal for men and women, implying for them, since childhood, the education of the female to blame. The religious discourse, in these childhood narratives, has the effect of keeping women subservient by printing the verb support in their behaviors and justifying violence by essentialist ways. Furthermore, it appears that the aggressor's behavior within the domestic violence cycle is reiterative, assuming a performative character, producing the naturalization of this violence. It is hoped that the present research will contribute to the analysis of new ways of being and living social relationships by using resistance to normativity through the potential of speeches and acts. Thus, it is possible to put systems of oppression in check, especially patriarchy, with a view to building an emancipatory education with regard to gender relations.