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Os professores e a violência doméstica: Valores e intervenção pedagógica
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Abstract(s)
A pertinência do estudo que aqui se apresenta prende-se com o facto de o problema da violência doméstica contra as mulheres ser tão complexo que deva ser estudado e analisado nas suas múltiplas vertentes. Daí, tentar-se perceber como é que este problema é olhado e tratado pelos professores, nas escolas, junto de crianças e adolescentes.
Este estudo teve como objectivo saber quais os valores que um conjunto de professoras de 1º, 2º e 3º ciclos revelavam em relação à família e à violência e se havia diferenças a esse respeito, entre os dois grupos definidos na amostra. Saber se se interessavam pela problemática da violência doméstica contra as mulheres, bem como se já tinham abordado esta problemática, nas salas de aula. Para aquelas que o não tinham feito, quis-se saber como viriam a abordar tal tema, o que poderia revelar-nos, simultaneamente, a sua disposição para abordá-lo na sala de aula. Também aqui quisemos saber se havia diferenças nos dois grupos da amostra.
Como atrás se referiu, foram constituídos dois grupos de docentes: um grupo que se distinguia pela variável reflexão regular conjunta, com os colegas de profissão, fora da escola e numa instituição que promove esse hábito de reflexão, o Movimento da Escola Moderna e um outro grupo constituído por professoras das mesmas escolas e que não dispunham desses meios de desenvolvimento profissional.
Utilizámos como instrumentos de recolha de informação, uma escala de valores- Values Índex – utilizada por Lee Ann Hoff numa investigação sobre os valores dos membros das redes sociais de suporte de mulheres vítimas de maus tratos (Hoff, 1990) e um questionário complementar sobre a abordagem do tema no ensino.
Concluímos, em resposta às questões de investigação colocadas, que as professoras da amostra revelam, nas respostas à escala de valores, um posicionamento feminista, sendo essa posição ainda mais consistente no caso das professoras reflexivas (grupo MEM). Que existem diferenças significativas entre os dois grupos de professoras, em quatro de cinco subescalas analisadas e também no que toca ao total da escala.
As professoras que já tinham abordado o tema da violência doméstica utilizaram entre três a cinco estratégias pedagógicas, enquanto que as que responderam à questão referente a uma abordagem futura mobilizaram seis a oito estratégias.
ABSTRACT: The relevance of this study is related to the fact that the problem of domestic violence against women is so complex that it should be studied and analyzed from multiple angles. This case study investigates how this problem is regarded and addressed by teachers in schools, with children and adolescents. For this purpose, we crated two sample groups of teachers: one that is characterised by the joint regular reflection on domestic violence variable, with co-workers, outside the school and with an institution that promotes reflection, the Movimento da Escola Moderna. The other group was composed of teachers from the same schools but who did not have the same means of professional development. The objective of the study involved investigating what were the values that a set of teachers in the 1st, 2nd and 3rd school stages revealed concerning the themes of family and violence and if there were differences in this respect between the two groups defined in the sample. The study evaluated their interest in the problem of domestic violence against women, and whether they had already addressed it in the classroom. For those who had not, we sought to understand their possible willingness to tackle the issue and how they would address it. Here too, we wanted to understand whether there were differences between the two groups of the sample. A range of values -Values Index - developed by Lee Ann Hoff in research on the values of members of social support networks for women victims of abuse (Hoff, 1990) and an additional questionnaire approaching the topic in education were used as tools for gathering information. We conclude that the sample of teachers reveals a feminist position through their answers in the values scale, and that this position is even more consistent in the case of reflexive teachers (MEM group). Also, there are significant differences between the two groups of teachers in four of the five subscales analyzed and also with regards to the overall scale. The teachers who had already addressed the issue of domestic violence used between three to five pedagogical strategies, while those who evidenced interest in a future approach, mobilized six to eight strategies.
ABSTRACT: The relevance of this study is related to the fact that the problem of domestic violence against women is so complex that it should be studied and analyzed from multiple angles. This case study investigates how this problem is regarded and addressed by teachers in schools, with children and adolescents. For this purpose, we crated two sample groups of teachers: one that is characterised by the joint regular reflection on domestic violence variable, with co-workers, outside the school and with an institution that promotes reflection, the Movimento da Escola Moderna. The other group was composed of teachers from the same schools but who did not have the same means of professional development. The objective of the study involved investigating what were the values that a set of teachers in the 1st, 2nd and 3rd school stages revealed concerning the themes of family and violence and if there were differences in this respect between the two groups defined in the sample. The study evaluated their interest in the problem of domestic violence against women, and whether they had already addressed it in the classroom. For those who had not, we sought to understand their possible willingness to tackle the issue and how they would address it. Here too, we wanted to understand whether there were differences between the two groups of the sample. A range of values -Values Index - developed by Lee Ann Hoff in research on the values of members of social support networks for women victims of abuse (Hoff, 1990) and an additional questionnaire approaching the topic in education were used as tools for gathering information. We conclude that the sample of teachers reveals a feminist position through their answers in the values scale, and that this position is even more consistent in the case of reflexive teachers (MEM group). Also, there are significant differences between the two groups of teachers in four of the five subscales analyzed and also with regards to the overall scale. The teachers who had already addressed the issue of domestic violence used between three to five pedagogical strategies, while those who evidenced interest in a future approach, mobilized six to eight strategies.
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Keywords
Violência doméstica Valores Professores reflexivos Domestic violence Values Reflective teachers