Violência doméstica e familiar contra a mulher e a construção da cultura de paz: a voz das educadoras da rede de ensino de Ponta Grossa/PR

Abstract

The present work aimed to investigate and analyze the understanding of educators from the education network in the city of Ponta Grossa/PR about their own importance as women and educators in the journey towards preventing domestic and family violence against women and in building a culture of peace. To this end, methodological techniques of bibliographic and documentary research were used, data collection through systematic observation, questionnaires and focus groups, as well as content analysis. The bibliographical review made it possible to elucidate the relationships between the historicity of the formation of Brazilian society and situations of domestic and family violence against women, practiced against them and naturalized because they originate from cultural and structural issues. Southern epistemologies, decolonial studies and decolonial feminisms were adopted as an epistemological viewpoint providing the “reading” of such violation scenarios and as possibilities for subverting hegemonic knowledge that inferiorized women. A review of the concepts of peace, violence and domestic and family violence against women was also carried out, weaving interrelationships between these and the importance of schools and educators in confronting and preventing this form of violence. Field research was carried out using the observation and focus group method with female educators from the education network in the city of Ponta Grossa/Paraná, holding 3 (three) meetings with the same group. The content analysis of the educators' speeches enabled the perception that these professionals understand themselves as agents of violence prevention and social transformation who seek to address the prevention of violence and the construction of peace in their daily lives and in their pedagogical practices. It was also noticed that the themes of gender, violence, domestic and family violence against women, education for peace and culture of peace are addressed in some continuing training offered by the education network, although they are generally offered to educators who work on these topics in specific curricular components. Furthermore, given the educators' speeches, it was possible to suggest possible existing pedagogical alternatives to address the prevention of violence against women in the school space, namely: feminist pedagogy, the Five Pedagogies of Peace proposed by Salles Filho (2019) and the UN Sustainable Development Goals – Agenda 2030. The research findings showed that it is necessary for training on the topic of violence against women to have greater scope, covering all educators in the network so that everyone is and feels prepared to work on this topic with students. As contributions, this dissertation presents possible new approaches and pedagogical actions aimed at building peace and preventing domestic and family violence against women.