Violência de gênero na educação profissional e tecnológica : reflexões a partir da atuação dos Núcleos de Gênero e Diversidade Sexual

Abstract

In a sexist and patriarchal society, women and people who do not fit the cisheteronormative pattern suffer various types of violence. It is known that in the school environment there is a reproduction of the hegemonic models of society (MIRANDA; MAIA, 2017). Therefore, the Federal Institutes are not spaces free of violence. The present study sought to answer the question "How do the Gender Centers problematize gender violence in a Federal Institute of Education, Science and Technology in the South of Brazil?". Through this study, with a qualitative approach, the objective was to know the actions of the Gender Centers regarding the development of actions to prevent/eradicate/minimize gender violence in a Federal Institute of Education, Science and Technology of the South of the country. More specifically, we aim to carry out a survey of the state of the art on the studies about Gender Nuclei in the EPT; know the representations of gender and gender violence of/the participants of the Gender Nuclei; to identify challenges and potentialities for the execution of the activities of the Gender Nuclei in the EPT; to investigate the actions/hosted developed by the Gender Nuclei and their relationship with the EPT; and, finally, the construction of an Educational Product based on the demands pointed out by the collaborators. To achieve these goals, we rely on Ramos (2014), Moura (2013), Saviani (2006), Colling (2015,2020), Louro (1995, 2007, 2014, 2018), Scott (1989, 2012), Hall (2006) Bourdieu (2012), Saffioti (2015), among others. The data were obtained through semi-structured interviews and analyzed by the method of content analysis by Bardin (2002). The educational product elaborated in this study is a continuing training course entitled "Gender Violence in EPT". The data reveal that the members of the nuclei understand that gender is cultural, and most study on account of the concepts approached by the nucleus. As for violence, the collaborators understand that there are several types, but emphasize that physics is the most striking. The challenges are the lack of specific physical space, budget and disinterest of some teachers and students to participate in the centers. Finally, it is concluded that the actions of the nuclei are consistent with the omnilateral formation of Professional and Technological Education.