Educação em direitos humanos e violência no ensino superior: diálogo entre as estudantes da graduação.

Abstract

The research is part of the theme of education in human rights and violence. Within this theme, the research problem was to question what are the dialogues of UEPG undergraduate students on education in human rights and violence. The general objective was to analyze the dialogues of university undergraduate students on human rights and violence, which was divided into developing research through the epistemological construction of feminist and Global South scientific knowledge; to relate the concepts of human rights education in higher education and to confront violence in this space and to analyze the dialogues of students on human rights and violence at the university from a proposal of feminist epistemology from the Global South. The objectives were accomplished through bibliographic research, field study through the use of virtual focus groups and content analysis. As a result of the bibliographic research, the theoretical frameworks adopted were the epistemologies of the South of Santos (2013), the concept of human rights in Herrera Flores (2009), in Beauvoir (2016) has been to conceptualize gender, the collaboration to think a decolonial feminism was brought with Castro (2020), gender violence relations were based on Saffioti (2004), the author Jares (2002) contributed to thinking about violence and education for peace, as well as the author Salles Filho (2016) permeates the discussion of a peace culture. Through the concepts discussed, the focus group was listed as a method for field research, in which Gatti (2005) was fundamental. Three (3) meetings were held with the same group, with only female participants, all undergraduate students at UEPG. With the content analysis, it can be seen that the dialogues captured in the meetings highlighted few discussions in the university space on human rights; many episodes of violence (psychological, moral, sexual, etc.) within higher education relationships, especially in relationships between student and teacher; presence of a structure that privileges men in the higher education environment; discredit in the institution as a UEPG to face the violence that happens. The research considered that human rights education in higher education is a possibility to face the violence reported in this space, since it addresses issues of gender, race, class, ethnicity, inequality and promotes dialogue as a solution to conflicts