Cartas para Rebeca: reflexões docentes sobre as violências contra meninas e mulheres em uma escola policial militar

• Ano de defesa: 2021
• Autor(a) principal: Rosa, Ana Cristina Batista de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Gênero; Violência contra a mulher; Currículo; Cultura escolar; Práticas pedagógicas; Gender; Violence against women; Curriculum; School culture; Pedagogical practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23519

Violence against women is a social problem, resulting from unequal gender relations between men and women, which contribute to the perpetuation of a model of patriarchal society, where women are in a condition and position of subordination, having their human rights constantly violated. Gender inequality triggers different forms of violence against women - psychological, physical, sexual, patrimonial and moral. Like other social institutions, the school can, through its practices, strengthen the construction of identities marked by relations of gender inequality that contribute to reproduce violence against women, or weaken the production of violent masculinities through the curriculum. The objective of this research is to analyze how teachers of a public state school in Paraíba, which had one of its students raped and murdered in 2011, have problematized this theme in the school curriculum. It is important to reflect on how violence against women can manifest and legitimize itself inside and outside the school context in order to think about possibilities to deconstruct practices that violate women's rights. The theoretical references used to understand the phenomenon are based on contributions from feminist researchers such as Heleieth Saffioti, Lourdes Bandeira, Lia Zanotta Machado, Marlise Matos, Miriam Pillar Grossi, Céli Regina Jardim Pinto, Guacira Lopes Louro, among others. The research was carried out through documentary analysis of the school’s Pedagogical Intervention Projects – PIP, and through the application of a questionnaire among teachers. The data were analyzed under the lens of Cultural Studies of Education. The results show that although teachers consider violence against women to be an important topic, it has not received due attention in the school curriculum, even in a school that is named after a victimized student.