Educação e Violência Doméstica: a construção da "Pedagogia do e no Medo" olhar de gênero no contexto familiar

Abstract

This research it based on a theoretical framework that develops the concepts of violence, gender and education and their relationships as its conceptual nucleus. On the basis of this framework we opted for a study of domestic violence in the family system, understood as the prime place of human socialization. Taking three generations of women (daughter, mother and grandmother) as the subjects of study, we sought though an analysis of their perceptions firstly to identify and then to analyse those elements which struture the "Pedagogy of Fear/ Pedagogy in Fear and facilitate the acceptance or rejection of violence by those women who call at the Woman's Police Station in João Pessoa in order to denounce violence. In addition we sought to distinguish the crucial moments, compare the relevant figures and describe the key elements cited by the women as the tolerable limits of violence. We took the Police Station in Defense of the Woman in João Pessoa as the field for our research and the domestic space as the 'locus' of violence. The research was conducted using the identification record of the attacked person, a fieldwork diary and in-depth interviews using the basic thematic question:" Would you like to talk about the experience of violence in your life history?". The absence of a formal structure allowed the interviewees to talk openly about their lives. Seven women were interviewed in the 21 to 57 age range which permitted us to know, feel and hear twenty-one feminine life histories as well as two masculine life histories marked by domestic violence. Their testimonies lead us to conclude that power, force and authority between men and women are constituent elements of Pedagogy of Fear or Pedagogy in Fear which are presented ambiguously at times as positive and at times negative, in the latter case in a coercive fashion. In addition to this, the Pedagogy of Fear or in Fear which is initially constructed in the family system, the primary context oh human socialization, is later reproduced in the school by means of elements such as prejudices, stereotypes, and written and oral cultural values.