Violence against women in education

weaknesses in curriculum guiding documents and transversality

Abstract

The study discusses the approach to violence against women in the curricular guiding documents of municipal schools in Palmas/TO. Using a qualitative approach, the research carries out a bibliographical review to examine the academic production on violence against women in education, as well as a documentary analysis focused on the development of the Basic Education curriculum in Palmas/TO. The results highlight the importance of continuous training for educators, highlighting the relevance of the Maria da Penha Law and the School Week to Combat Violence against Women. Despite the existence of national legislation, the research highlights gaps in the implementation of this public policy in Palmas/TO, pointing out the need for effective interventions, since no effective guiding documents were identified at the state level, which should support the municipal curriculum proposal. In turn, the state document is aligned with the National Common Curricular Base (BNCC), but, although it contains suggestions for didactic activities, the superficial approach to gender issues reveals limitations that are reflected in the activities carried out at the municipal level. It is concluded that Law 14,164/21 plays a fundamental role in making the treatment of violence against women mandatory in the curriculum, but it is essential to strengthen the training of educators and ensure effective implementation to promote gender equality and prevent violence against women. Furthermore, it is necessary to promote educational policies that implement a gender approach, in order to comply with legislation. In particular, it is necessary to intervene in teacher training for the didactic-pedagogical mediation of this topic, both curriculum and transversally.