Meninas diante da História: gênero, participação e violência– um estudo em Ponta Grossa, PR (2020).

Abstract

Through this study about the characteristics of the historical and political culture of the students from a State Public School in Ponta Grossa - PR, we sought to identify the basis of some of the situations that generate violence among girls trying to perceive which is the predominant vision among the adolescents about the role of women in society and the equality of rights, identifying their opinions in the field of historical culture and political culture by establishing the frequency and intensity of the adhesion to ideals and values referring to individual and collective issues of social and gender relations and their relations such as historical knowledge learned. In order to gather this data, we used a closed questionnaire, a quantitative study by using a Likert scale. We carried out a descriptive statistical analysis disaggregated by sex and comparison of answers, cross-referencing between the values demonstrated by the students and their knowledge and opinions about history. In the first chapter we presented the concept of youth, gender, violence and school violence, some studies on school violence and the participation of adolescent girls in acts of physical aggression related to the Gender category. In the Second Chapter we present the analysis of our study through the foundations of the Didactics of History of the concepts of Historical Consciousness, Historical Culture, Historical Learning from Bergmann (1990) and Cerri (2005, 2007, 2011). In the analysis of the relations between boys and girls, and of girls among themselves, we used the category of analysis Gender and gender relations based on Scott (1995). We verified that the adolescents get involved in acts of violence for various reasons, but there are differences between genders in these motivations. We identified some permanence of gender stereotypes in the adolescents' socialization: the adolescents demonstrate to be more family-oriented, more sympathetic to poor people, more inclined to obey the paternal authority for religious reasons; the adolescents are more focused on their own interests and friendships. And finally, we present the concepts of Culture of Peace, Education for Peace and Human Rights from some authors, among the main ones, Jares (2002), Salles Filho (2016) and Flores (2009) and from these studies we present some pedagogical suggestions aimed at reducing situations of violence at school.