Nossas preciosas: violência de gênero, práticas pedagógicas e acolhimento de mulheres estudantes no ensino médio integrado no IFRN

Abstract

This research has as its object of study women students in situations of gender violence in Integrated High School of the Instituto Federal de Ciência e Tecnologia do Rio Grande do Norte (IFRN). Its general objective is to understand the articulations between the pedagogical practices of IFRN and the processes of subjectivation of female students in situations of gender violence enrolled in Integrated High School. Thus, as specific objectives we seek to identify the relationships between gender violence and the pedagogical practices of Professional Education; investigate the limits and possibilities of pedagogical practices related to gender violence in IFRN and unveil the processes of subjectivation of students in situations of gender violence in the face of integral human formation advocated by the pedagogical practices of Integrated High School. The research methodology follows a qualitative and exploratory approach. Initially, we did a state of knowledge, exploratory interviews with a social worker and a pedagogue from Natal-Central Campus and analysis of the Political Pedagogical Project of IFRN and the Institutional Development Plan of IFRN. Afterwards, we scanned IFRN's research and extension projects to investigate those that were in line with the object of study, thus diagnosing how the faculty's actions go beyond the classroom. Our research sample included three female students and former students distributed in the campi Natal-Central and Ceará-Mirim. To have access to the experiences of the students we adopted the diary method requested via WhatsApp. And we analyzed our corpus using the Textual Discourse Analysis. As a methodological strategy and resource for textual construction we will resort to the movie Preciosa: A Story of Hope. We emphasize that we use scenes from the films, the poems and short stories of Conceição Evaristo, and our own feelings as methodological and epistemological choices to construct a sensitive writing. Thus, we found that in the documents analyzed there is a silencing about gender violence and the pedagogical practices focused on this theme. We obtained information that there is no normative to support students who are victims of gender violence. Besides there is a scarcity of research and extension projects on the theme. We also concluded that the violence suffered inside and outside the Institute affects the students' school performance, generating demotivation. It also has consequences on their mental health, professional life and insertion in a University. Despite this, our students have sought ways to resist either through protests, such as drumbeats, making posters, moments of sharing experiences and awareness, organizing events or denouncing.