O Direito Social à Educação em escolas públicas sob o enfoque da violência estrutural contra a mulher

Abstract

The following research has the objective to check the impacts of the Social Right to Education on the structural violence against women. To do so, it analyses bibliographical and documental references, such as the understanding that the public schools’ principals’ or responsibles’ (coordinators, vice-principals, among others) have about educative actions that treat themes concerning structural violence against women. More specifically, schools located in Pelotas town, in the state of Rio Grande do Sul, visited by the project “The law keeping an eye on the social”, or schools where the quoted project seeks to promote activities. The problem of the structural violence against women (that includes aspects such as inequalities, discriminations, domestic violence, among others), more than an end in itself, also triggers consequences that reverberate on social violence. People exposed to structural violence against women, since childhood, at home and at the society, tend to keep the social sore of violence. By considering that children and teenagers are on the age to go to school and that the school is key on the construction of the misogynist social structure, this study investigates, at first, the operationalization of the Social Right to Education in schools by the point of view of gender education. After, the study approaches the structural violence against women’s dimensions. At the end, it seeks, based on these factors, analyze the schools’ principals’ or responsibles’ comprehension about the development of these kind of educative actions on the school environment, such as in the schools visited by the project “The Law keeping an eye on the social”. The research uses the inductive approaching method, the monographic procedure method and as research technique, the bibliographical and documental research. To collect data, are used questionnaires with schools’ principals’ or responsibles’. The main results and conclusions obtained with this research are the authors, laws, documents, treaties, public politics and even the subjects asked consider that educative actions are important and effective when fight structural violence against women. However, those actions have not been taken forward as wished, on a scenery of devaluation of education, its’ professionals and construction of an uncritical educational model.