Relações de gênero e violência no cotidiano escolar: desafios à prática docente

Abstract

Reflection on violence in gender relations in the school context can be a relevant tool for minimizing discriminatory practices. The present study aims to analyze violence in gender relations in the school context. This is intended to broaden the understanding of gender relations; identify teacher challenges in addressing gender relations in the educational context; to verify how teachers face gender violence in the context of the school. From this perspective, to develop this research, the qualitative approach was adopted and as a modality the bibliographic research. The study was based on academic productions, highlighting the works published in recent meetings of ANPEd and ANPAE, theoretical assumptions of several scholars, as well as some documents, such as the Federal Constitution (CF) of 1988, the Law of Guidelines and Bases (LDB) and the National Curricular Parameters (NCP). The analyzes suggest that gender violence occurs daily in the school context and that the theme needs to be presented transversally in the pedagogical activities of the school. It is necessary to identify the difficulties to promote respect. Teachers need training in order to address the problems and practices that feed them, and are rooted in social, cultural, institutional and historical realities so that they can be eradicated. It is understood that without realizing it, one ends up reproducing prejudices instilled in everyday life, which can promote their perpetuation, sometimes through normative messages, sometimes through silence and the consent of violence.