Programa de Pós-Graduação em Educação - PPGED/ICED

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2318

O Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA). Em sua perspectiva stricto sensu, tem como compromisso a formação do professor/pesquisador, incorporando na sua prática curricular a pesquisa e a produção de conhecimentos acerca da realidade regional, particularmente da educação, em todos os seus ângulos e relações.

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    Entre Aracne e Atena: professoras em situação de violência doméstica
    (Universidade Federal do Pará, 2012-08-16) SANTOS, Samai Serique dos; SILVA, Josenilda Maria Maués da; http://lattes.cnpq.br/9246008698629513
    This study has as its theme the domestic violence against women teachers and has as its object the records on this fact present in surveys of the Bureau of Police Services to Woman Santarém-PA (Delegacia de Atendimento à Mulher de Santarém-PA/DEAM). The central research question is to discuss: what links between the condition and violated professional teacher status are presented in the complaint process, through the police inquiry by teachers in a situation of domestic violence in the city of Santarem? From this central question the purpose of the research turns to examine the links between the condition and status violated professional teacher present in police investigations, combined with the investigation of the confluence between the discussions on gender relations, domestic violence and human rights of women and understanding of the ways of crossing between the social markers of the teachers in situations of domestic violence. The methodological approach was based on a qualitative study that draws on the documentary research, through content analysis of police investigations of DEAM Santarém, which documents not only record the occurrence of violence, but also the context in which occurred the crossings of the different social markers made by individuals, aggressors and battered and their intersections. The theoretical framework of research is based on the relational perspective that seeks to understand the violence against women resulting from networks of power relations between men and women and between these and the social markers that disclaim. The conclusive analyses show that the plots of domestic violence against women are complex and marked by issues such as: the persistence in submission to the domestic violence of women teachers, although don´t depend economically on the aggressor, the generational difference between the women teachers and the authors of the aggression is characterized by younger men versus older women, in the aging process; the low educational level of the aggressors and the low prestige of the occupation that develop in relation to educational level and social position profession of women teachers assaulted with defined profession, of an intellectual and socially recognized; the complaints against the authors of the attacks occurred only after the grounds of extreme death threats and the public display of violence in a profession of a public nature, as a teacher; that the record of the occurrence embodies the alternation of power in gender relations and domestic violence itself, since the dynamics of circulation of power with the authors of the attacks, the women teachers were also assaulted recognized as having power, advancing the status of victims for the protagonists; that in the situation of abused the women teachers were able to perceive the invisible wires naturalized in the web of domestic violence, starting to face the public, the complaint.
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