Wanzinack C, Signorelli MC, Reis C

Language: Spanish
References: 0
Page: 281-291
PDF size: 138.99 Kb.

ABSTRACT

Objectives. This study aimed to identify and reflect about gender violence (GV) in schools, its impacts on teachers and also to report an experience based on a training course about the subject, developed in three Brazilian states (Paraná, Santa Catarina and São Paulo). Methods. Qualitative and quantitative exploratory study with 627 teachers enrolled in the Post-Graduation of Gender and Diversity at School (PGGDS), which is a policy from the Ministry of Education. The participants anonymously answered a virtual research form about school violence and its consequences. Data were tabulated and analyzed using descriptive statistics. Results. From the 627 teachers (29.9% men and 70.1% women), 90.6% (n = 568) have already experienced violence in schools, while only 9.4% (n = 59) did not. Research highlighted that 57% (n = 358) of teachers reported they had suffered bullying or violence in their schools, associated with gender, race/ethnicity, social class and also occurring virtually. Particularly about GV in schools: 69.38% (n = 435) had witnessed homophobia, while 12.90% (n = 81) have been victims; and 72.25% (n = 453) had witnessed sexism, while 30.14% (n = 189) had been victims. Conclusions. The research evidenced high prevalence of GV that teachers face and are submitted in schools, with repercussions in their health, work and teaching/learning processes. This study provided elements to develop strategies for qualification of teachers during the PGGDS, such as the creation of a specific module on violence, aiming to develop skills for reflection, prevention and management of violence in schools.