https://repositorio.ufpb.br/jspui/handle/tede/7670 PPGDH Thu, 24 Sep 2026 13:16:28 GMT 2026-09-24T13:16:28Z https://repositorio.ufpb.br/jspui/handle/123456789/38948 Título: Para além do homem mau: o olhar das facilitadoras sobre a violência de gênero em grupos reflexivos Autor(es): Silva, Jully Emilly de Jesus da Orientador: Ribeiro, Luziana Ramalho Abstract: This is a dissertation submitted to the Post-graduate Program in Human Rights, Citizenship and Public Policies at the Federal University of Paraíba. It sought to understand the dynamics of violence and its relationship with gender performances, as well as the prospects for tackling it through Reflective Groups for Perpetrators of Domestic Violence (GAVDs), which take place at the Public Defender's Office, through the Special Center for the Promotion and Defense of Women's Rights (NUDEM), in João Pessoa/PB. This qualitative/exploratory research utilized a combination of bibliographical, documentary, and field research methods. It is anchored in social theories that discuss gender, masculinities, and power relations, and also provides ethical contributions to dealing with male perpetrators of domestic violence (HAVs). Drawing on the perception and experience of the groups' facilitators, the data was collected through semi- structured interviews with the aid of a voice recorder, as well as a field diary. The linguistic material was analyzed using discourse analysis (Foucault, 1999) to elucidate the layers of knowledge and power that operate in the team's discourse and practice. The profile of the perpetrators reveals that violence is deeply rooted in daily family life and naturalized gender inequalities. According to the facilitators, domestic violence is influenced by multiple factors, such as a history of prior violence, machismo/virility, difficulty in emotional management, substance abuse, and affective and financial codependency. To intervene in these patterns, the GAVDs focus on four central objectives: promoting self-knowledge and reflection on behaviors; training in emotional management through psychoeducation; teaching conflict resolution strategies; and practicing empathy, deconstructing gender stereotypes. Despite the challenges, the initiative favors reflection and accountability and proves to be more effective than the punitive justice system in dealing with domestic violence and preventing recidivism. However, greater investment by the State in structure, training, and systematic evaluation of the groups is necessary for better utilization and effectiveness of the policy. Editor: Universidade Federal da Paraíba Tipo: Dissertação Thu, 09 Oct 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38948 2025-10-09T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38838 Título: “Tudo para mulher na justiça é difícil”: atuação da Defensoria Pública do Estado da Paraíba junto a acusadas de crimes de drogas Autor(es): Pereira, Cheísa de Arroxelas Macêdo Orientador: Silva Junior, Nelson Gomes de Sant’Ana e Abstract: Between 2006 and 2025, the Brazilian prison population increased by 134%, while the number of women in prison grew by 207%, with 50% of female criminal cases related to drug offenses. This information points to the selective imprisonment of women as an impact of brazilian drug policy. In this context, the Public Defender's Office, as the institution responsible for providing comprehensive and free legal defense to vulnerable individuals, has a crucial role to play. This dissertation aims to analyze public defenders’ perceptions of the work of the Public Defender’s Office of the State of Paraíba in cases involving women accused of drug-related crimes. To achieve this objective, semi-structured interviews were conducted with 08 public defenders from the state of Paraíba who had already worked on at least one case involving a woman accused of a crime under Law Nº 11.343/2006. A total of 04 men and 04 women participated in the study, half of whom self-identified as black and the other half as white.The interviewees were mostly people over 40 years of age, who had passed a public exam and had been working as public defenders for a maximum of 10 years. Regarding the results, the defenders perceive an increase in female incarceration since Law Nº 11.343/06 came into force and affirm that the number of women accused of offenses established under this statute who are assisted by the Public Defender's Office is significant. Given this scenario, all of them prepare individualized defenses for their assisted women, but most stated that their contact with them is limited to the evidentiary and judgment hearing and that they rarely manage to present witnesses for this moment. From the defenders perspective, these women's entry into drug trafficking is multifactorial, with all of them pointing to the link with a male figure as one of these motivations. Regarding the participation of these women, most defenders indicated that they perform activities that, in the drug trafficking hierarchy, are considered subordinate and that they are criminalized for small amounts of drugs, so that most of the interviewees understand that there are differences in the criminalization processes that affect men and women, so much so that they present different defenses for them. In this vein, most stated that they knew what a gender-sensitive defense was, but only half said they drafted procedural documents along these lines. In the end, participants pointed out that the main obstacles to defending women accused of drug crimes were the Public Defender's Office's insufficient human resources, the difficulty of contacting them, and the conservative stance of the Judiciary. It can be concluded that public defenders recognize the vulnerability of women before, during, and after criminal proceedings, especially those related to drug trafficking, but that they still reproduce violent discourse toward them, in divergence with the institutional commitment, failing to exploit the institution's full transformative potential. Thus, in light of the Public Defender's Office's mission, but in view of its difficulties, the final suggestion of this dissertation was to develop a gender-sensitive assistance protocol, strategically designed at the individual and collective levels, in order to increase the chances of acquittal for these women and to combat gender discrimination in particular. Editor: Universidade Federal da Paraíba Tipo: Dissertação Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38838 2025-12-17T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38825 Título: Educação e Direitos Humanos: uma análise crítica da formação docente em Cabedelo/PB Autor(es): Cunha, Araceli Milma Ferreira da Orientador: Oliveira, Sidney Nilton de Abstract: This dissertation analyzes teacher training in the municipality of Cabedelo, PB, from the perspective of the legal guidelines that guide Human Rights Education (HRE). The study investigates how these guidelines are incorporated into training processes, assessing curriculum adequacy and the effectiveness of implemented policies. The methodology used consisted of documentary analysis of legislation and education plans, as well as a review of specialized literature. The results highlight significant normative advances, such as the inclusion of HRE in municipal, state, and federal legislation, but also reveal a gap between theory and practice, especially in terms of continuous teacher training. It is concluded that HRE Cabedelo/PB still faces structural and cultural challenges for its full implementation, requiring stronger public policies and the strengthening of training programs. This research provides insights to rethink teacher education based on a critical, emancipatory approach committed to democratic principles. Editor: Universidade Federal da Paraíba Tipo: Dissertação Thu, 26 Jun 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38825 2025-06-26T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38553 Título: Território e Direitos Humanos: a cultura originária a partir do ensino diferenciado na Escola Estadual Indígena Pedro Poti, Baía da Traição / PB Autor(es): Ferreira, Gabriela Cristina da Silva Orientador: Marques, Amanda Christinne Nascimento Abstract: The research entitled TERRITORY AND HUMAN RIGHTS: The original culture from differentiated teaching at the Pedro Poti Indigenous State School, Baía da Traição / PB, deals with indigenous education in the Potiguara territory, North Coast of Paraibano. We seek to analyze the legal frameworks that support indigenous education that is pertinent to differentiated education and that ensure the transmission of memory and territorial rights of original peoples. The research took two years and two months, including studies of the Curricular Components, Bibliographic references and Field studies, covering the period from September 2021 to November 2023. To carry out the Field research, twenty and five field visits, which were necessary to obtain the results achieved. The spatial scope of the study is the Pedro Poti State Indigenous Elementary and Secondary Education School, located in the municipality of Baía da Traição, precisely in Aldeia São Francisco, considered a teaching reference for this ethnic group. Thus, the present dissertation work is justified by the need to record the ancestral cultural practices present in the Potiguara indigenous culture, integrating them into the curriculum of the Pedro Poti School, observing how these educational practices strengthen the continuous process of the ethnic identity of this group. We start with the following research question: How do the processes of transmitting knowledge of indigenous culture occur based on the cultural practices emphasized in the differentiated school curriculum of the Pedro Poti Indigenous School? We seek to answer the following secondary questions: What are the Regulatory Frameworks relating to Human Rights and the differentiated Education of the Potiguara Indigenous people? How does the school develop pedagogical practices related to the conquest of the Potiguara territory? The theoretical foundation of this work results from the study of the main authors: Barcellos (2012), Bergamaschi and Medeiros (2010), Le Goff (1990-1924), Marques (2009), Moonen and Maia, (2008), Molina, Sá (2012 ), Nascimento (2012) and Silva (2015), making the research relevant, enriched with their studies and dialogues on the legal and conceptual assumptions about the education of Indigenous Peoples, Potiguara indigenous school education and the organizational forms of its territory. This is a qualitative research, developed in four stages, namely: Participant, Documentary, Interdisciplinary and Field Research, with the research subjects being 01 manager, 05 teachers, 05 students, 02 elders and 05 active leaders in Indigenous Education. After the documentary and field analysis, it was realized that Indigenous Peoples, in the fight to guarantee Human Rights, have been included in the government's public agenda, seeking to implement and guarantee their civil, political, economic, social and cultural Rights. The Potiguara Indigenous People of Paraíba, following the approval of their Indigenous Lands (TI), have been achieving and strengthening themselves through their demands for specific and differentiated education, which has been a strong instrument for strengthening the Potiguara Indigenous Culture in territory.; MIMOMIRĨ. Kó temiekara nã seryba’e TETAMA TEKOMONHANGABA MORESENDUARA BÉ: Abaeté rekoabypy Nhembo’esaba Estadual Indígena Pedro Poti, Baía da Traição / Paraíba pupé morombo’esabaé suí, onhe’eng abaeté porombo’esaba Paraíba paranãembe’ypenduara ybaté kotýpe oikoba’e resé. Oré orosa’ang tekomonhangaba kuapaba abaeté porombo’esaba resé abá porombo’esabaé resenduara i ma’enduasaba morenonhendaba rarõandábamo abaeteetá anama kó tetamyguarypy tetama resé tekomonhangaba rarõandábamo bé. Kó temiekara monhangaba nã oikó erimba’e mokõi ro’y mokõi iasy abé pukúi, nhembo’esaba paraba resé nhembo’esábamo, tekokuapara remikuatiaruera resé nhembo’esábamo nhũmenduara nhembo’esábamo, nã sekóu iasypoirundyka 2021 suí iasypuãkõia 2023 supé. Kó Temiekara nhũmenduara monhangápe oré mokõi muã mbó bé nhũmenduara subi, oré remimonhanguama iekosupaba resé oré rekotebẽsábamo. Yby kó nhembo’esaba rekoábamo sekóu Nhembo’esaba Estadual Indígena de Ensino Fundamental e Médio Pedro Poti, tabetatyba Baía da Traição pupé oinyba’e, Taba Akauã (São Francisco) abé a’e kó anama nhembo’esaba ta’angábamo i xupé sekóreme. Irõ, kó morabykyaba dissertação resé i katu irõ asé abá Potĩguara ramyipaguama reko ko’yr oikobeba’e ra’anga resé aipó resé asé rekotebẽsaba ri, Nhembo’esaba Pedro Poti nhembo’esatyba pupé i mono’õngeme, marã kó tekoetá nhembo’esaba resenduara kó anama rekoesaba rekobé moatã andupábeme. Oroiepabok kó temiekara marana sui: Marãpe sekóu o ekoaba resé abaeté tekokuguaba me’enga Nhembo’esaba abaeté resenduara Pedro Poti nhembo’esatybaé rekoeetá pupenduara suí? Oré orosobaixuapotar kó marana mokõindara: Mba’emba’epe tekomonhangaba kuapaba Tekomonhangaba Moresenduara abaetetá anama morombo’esabaé resenduara re’a? Marãpe Potĩguara retama raraguera resé nhembo’esaba morombo’esa-pedagogia pupé sekóu? Kó temiekara oub kó mba’ekuatiasareté remimonhanga pupé: Barcellos (2012), Bergamaschi e Medeiros (2010), Le Goff (1990-1924), Marques (2009), Moonen e Maia, (2008), Molina, Sá (2012), Nascimento (2012) Silva (2015) abé, i nhembo’esaba i nhomongetasaba tekó remiekara resé sa’angaba resebé abá Potĩguara nhembo’esaba resé morombo’esaba setãma mongaturõndabetá abé resé aipó temiekara onhemoetébo. Kó temiekara qualitativáramo oikó, a’e oioirundyk pesembuara pukui i monhangymbyruera, a’e aé: Temiekara irũnamo sekoábamo, kuatiara mongetábamo, nhembo’esaparabetáramo, nhũmenduáramo, kó abá é morekasábamo: 01 morombo’esarusu, 05 morombo’esara (kunhã apyaba abé), 05 temimbo’e (kunhã apyaba abé), 02 guaibĩ e 05 tubixaba abaeté porombo’esaba púpé oikoba’e. Kuatiaretá ra’anga nhũmenduara ra’anga abé riré nã oroiandub abaeteetá anama marãtekó Tekomonhangaba Moresenduara piaraba pupé a’e onhemono’ong governo rubixaba rekorama pupé,toimoingokatu o abatyba resé tekomonhangaba, tubixaba resenduara, itaiuba resenduara, abatyba resenduara tekoaba resenduara abé. Abá Potĩguara Paraibyguara, o Abaeté Retama (AR) homologação suí, a’e oguasem bé onhemoatãmo o ieruresasaba pupé semimotara morombo’esabaé resé irõ, i pupé a’e oikó Abá Potĩguara Rekoaba moatãndábamo sekoaba pupé. Editor: Universidade Federal da Paraíba Tipo: Dissertação Wed, 29 Nov 2023 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38553 2023-11-29T00:00:00Z