Violência baseada em gênero na escola: análise a partir de textos jornalísticos
Carregando...
Data
2019-08-30
Autores
Piero, Maria Flor Oliveira di [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa investiga o conceito de violência baseada em gênero na escola, bem como sua naturalização e invisibilização nos veículos de comunicação de massa. Foram utilizados como referenciais teóricos o feminismo pós-colonial – segundo Mohanty e Bidaseca – e os conceitos de violência escolar – segundo Abramovay – e violência baseada em gênero na escola – de acordo com a Organização das Nações Unidas para a Cultura e a Educação (UNESCO) e o Research Triangle Institute (RTI). Foi elaborado também um levantamento histórico dos principais acordos internacionais acerca dos Direitos Humanos das Mulheres ratificados pelo Brasil e das leis brasileiras de cobertura à proteção da mulher. Para demonstrar a tese de que a violência baseada em gênero na escola é invisibilizada nos veículos de comunicação de massa foram analisadas reportagens jornalísticas dos periódicos Folha de São Paulo e Carta Capital. Como suporte a essa análise utilizou-se o método do Jornalismo para a Paz – enquadrado no campo maior dos Estudos para a Paz – e os procedimentos da Análise de Conteúdo. Constituiu o corpus da pesquisa 42 textos jornalísticos. A partir da leitura de tais reportagens, foram organizadas sete categorias: (1) Violência Estatal; (2) Violência escolar nos Estados Unidos na América; (3) Comunidade Violenta; (4) Violência praticada por Estudantes; (5) Assédio Sexual; (6) Racismo e (7) Violência dentro das escolas. Os resultados sustentam a tese de que, com exceção do assédio sexual – que é compreendido como violência contra a mulher –, a violência baseada em gênero no contexto escolar é naturalizada e invisibilizada pelos periódicos jornalísticos e apontam para uma excessiva violência do Estado brasileiro contra a escola. Constata-se também que os veículos de comunicação de massa cometem injustiça cognitiva ao considerar conhecimentos sobre prevenção escolar produzidos no Norte Global e desprezar experiências e conhecimentos advindos do Sul Global. Como recurso de transformação tanto do padrão cultural discriminatório de gênero quanto da violência baseada em gênero na escola é indicada a aplicação de uma educação sexual com preceitos feministas que possa proporcionar a emancipação e a autonomia das mulheres.
This research investigates the concept of school-related gender-based violence, such as it’s naturalization and invisibilization in the mass communication vehicles. As theoretical reference, we used the postcolonial feminism – according to Mohanty and Bidaseca – and the concepts of school violence – according to Abramovay – and school-related gender-based violence – according to United Nations Educational, Scientific and Cultural Organization (UNESCO) and to Research Triangle Institute (RTI). We elaborated a historical survey of the main international agreements on Women’s Human Rights ratified by Brazil and of the Brazilian legislation protective of women. In order to demonstrate the thesis that school-related gender-based violence is made invisible by mass communication vehicles, we analyzed journalistic reports of the newspapers Folha de São Paulo and Carta Capital. To support this analysis we used the method of Peace Journalism – placed in the bigger frame of Peace Studies – and the methodological procedures of Content Analysis. The reseach corpus is constituted by 42 journalistic texts. There were found seven categories of analysis: (1) State Violence; (2) school violence in the United States of America; (3) Violent Community; (4) violence committed by students; (5) Sexual Harassment; (6) Racism and (7) Violence inside school. The results support the thesis that, except for sexual harassment – that is assumed as violence against women –, the school-related gender-based violence is naturalized and made invisible by newspapers, and point towards an excessive violence of the Brazilian State against schools. It is also verified that the mass communication vehicles commit cognitive injustice while being appreciative of knowledge on scholar prevention produced in the Global North but despising of experiences and knowledge that comes from the Global South. As a resource of transformation both of the discriminatory cultural pattern of gender and of the school-related gender-based violence, we indicate the application of sex education along with feminist precepts that is able to provide women’s emancipation and autonomy.
This research investigates the concept of school-related gender-based violence, such as it’s naturalization and invisibilization in the mass communication vehicles. As theoretical reference, we used the postcolonial feminism – according to Mohanty and Bidaseca – and the concepts of school violence – according to Abramovay – and school-related gender-based violence – according to United Nations Educational, Scientific and Cultural Organization (UNESCO) and to Research Triangle Institute (RTI). We elaborated a historical survey of the main international agreements on Women’s Human Rights ratified by Brazil and of the Brazilian legislation protective of women. In order to demonstrate the thesis that school-related gender-based violence is made invisible by mass communication vehicles, we analyzed journalistic reports of the newspapers Folha de São Paulo and Carta Capital. To support this analysis we used the method of Peace Journalism – placed in the bigger frame of Peace Studies – and the methodological procedures of Content Analysis. The reseach corpus is constituted by 42 journalistic texts. There were found seven categories of analysis: (1) State Violence; (2) school violence in the United States of America; (3) Violent Community; (4) violence committed by students; (5) Sexual Harassment; (6) Racism and (7) Violence inside school. The results support the thesis that, except for sexual harassment – that is assumed as violence against women –, the school-related gender-based violence is naturalized and made invisible by newspapers, and point towards an excessive violence of the Brazilian State against schools. It is also verified that the mass communication vehicles commit cognitive injustice while being appreciative of knowledge on scholar prevention produced in the Global North but despising of experiences and knowledge that comes from the Global South. As a resource of transformation both of the discriminatory cultural pattern of gender and of the school-related gender-based violence, we indicate the application of sex education along with feminist precepts that is able to provide women’s emancipation and autonomy.
Descrição
Palavras-chave
Violência Baseada em Gênero na Escola (VBGE), Violência Escolar, Direitos Humanos das Mulheres, Feminismo Pós-colonial, Jornalismo para a Paz, School-Releated Gender-based Violence (SRGBV), Women’s Human Rights, Postcolonial Feminism, Peace Journalism, School Violence