Primary Prevention of Domestic Violence: Contributions of Curricular Practices to the Strengthening of Citizenship
DOI:
https://doi.org/10.21664/2238-8869.2024v13i2.p180-191Palavras-chave:
citizenship, primary and secondary education, curricular practices, primary prevention, domestic violenceResumo
At a global level, quality education is fundamental to achieve social and gender justice, stability, and sustainable development worldwide. Therefore, the education system is faced with the need to find answers to these challenges, which can result in multiple social violences. The investment in Portugal in an education for citizenship is based on the implementation of an educational policy that introduces, in an intentional and strategical manner, into the curriculum, fracturing themes in societies with the aim of its transformation. In this regard, the construction of the curriculum, as proposed by the Critical Theory, as a social practice, can constitute an educational strategy for the study and action on the problematic issue of primary prevention of domestic violence. The aim of this research is to understand to what extent the inclusion of the issue of domestic violence in curricular practices, in the context of citizenship education, contributes to the primary prevention of this social scourge. The methodological course of the research is based on a qualitative approach of exploratory nature, using a questionnaire with four open-ended questions. The study took place in two public schools, at the primary and secondary levels, in Oporto and in Lisbon. The former has a Prevention Project against Domestic Violence in place; the second has no similar project. The data were obtained using Google Forms tool. Eight participants were selected, four from each school, all teachers at the end of a schooling cycle, specifically: 4th year, 6th year, 9th year and 12th year. The study revealed that, in the school in Oporto, the implementation of the Violence Prevention Program, resulted in curriculum changes to meet social needs and requirements. In the school in Lisbon, on the other hand, since it was not implemented a Violence Prevention Program there were not significant curriculum changes, there being only awareness-raising on the subject.
Referências
Abdi, F., Mahmoodi, Z., Afsahi, F., & Shaterian, N. (2021). Social determinants of domestic violence against suburban women in developing countries: a systematic review. Obstetrics and Gynecology Science, 64(2): 131–142.
APAV (2022). Estatísticas APAV. Relatório Anual. https://apav.pt/apav_v3/images/pdf/Estatisticas_APAV_Relatorio_Anual_2020.pdf. https://apav.pt/apav_v3/images/pdf
Bardin, L. 2016. Análise de conteúdo (3ª reimp.) São Paulo: Edições 70, 141 pp.
Comissão para a Cidadania e Igualdade de Género (CIG) 2020. Estratégia Nacional para a igualdade e não discriminação (ENIND) 2018-2030. Relatório intercalar de monitorização 2020 do PAVMVD. Plano de Ação para a prevenção e o combate à violência contra as mulheres e à violência doméstica. Lisboa: CIG. 66p. https://www.cig.gov.pt/wp-content/uploads/2021/12/Relatorio-Intercalar-de-Monitorizacao-2020-PAVMVD.pdf
Creswell, J. (2014). Investigação Qualitativa e Projeto de Pesquisa. Escolhendo entre cinco abordagens. Penso, 342 pp.
Dahlberg, L, & Krug E. (2002). Violence: a global public health problem. In E. Krug, L. Dahlberg, J. Mercy, A. Zwi, & R. Lozano (editors). World report on violence and health. WHO, p.3-21
Oliveira, A., Schraiber, L., Hanada, H., & Durand J. (2009). Comprehensive health (care) services to women in gender violence situation: an alternative to primary health care. Ciencia Saude, 14(4): 1037-50. DOI: http://dx.doi.org/10.1590/s1413-81232009000400011.
Decree–Law no. 55/2018. 2018. https://dre.pt/home/-/dre/115652962/ details/maximized.
Despacho nº 6478/2017 [Decision no. 6478/2017]. 2017. https://dre.pt/home/-/dre/107752620/ details/2/maximized.
Dias, A., & Hortas, M. (2020). Educação para a Cidadania em Portugal. Revista Espaço do Currículo (online). 13 (2): 176-190. Doi: 10.22478/ufpb.1983-1579.2020v13n1.51562
Estratégia Nacional de Educação para a Cidadania (2017). https://dge.mec.pt/sites/default/files/Projetos_Curriculares/Aprendizagens_Essenciais/estrategia_cidadania_original.pdf
European Commission (2022). Study to support the Impact Assessment on Preventing and Combatting Violence Against Women and Domestic Violence
Luxembourg: Publications Office of the European Union. https://commission.europa.eu/system/files/2023-03/Study%20to%20support%20the%20impact%20assessment%20on%20preventing%20and%20combatting%20violence%20against%20women%20and%20domestic%20violence.pdf
European Union Council (2011). Council Conclusions on the Role of Education and Training in the Implementation of the ‘Europe 2020ʹ Strategy. http://www.consilium.europa.eu/uedocs/cms_ data/docs/pressdata/en/educ/119282.pdf.
Gimeno Sacristán, J. (2017). O Currículo. Uma Reflexão sobre a Prática (3ª ed.). Penso, 352p.
Hyman, I., Guruge, S., Stewart , D., & Ahmad , F. (2000). Primary Prevention of Violence Against Women. Women’s Health Issues, 10 (6): 288-293. file:///C:/Users/qsera/Downloads/Hymanetal.2000.pdf
Husso, M., Notko, M., Virkki, T., Holma, J., Laitila, A., & Siltala, H. (2020). Domestic Violence Interventions in Social and Health Care Settings: Challenges of Temporary Projects and Short-Term Solutions. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260519898438.
Júnior, L., Leão, M. 2018. O software Atlas.ti como recurso para a análise de conteúdo: analisando a robótica no Ensino de Ciências em teses brasileiras. Ciência & Educação, 24 (3): 715-728.
Kemmis, M. 1993. (1988). El curriculum: Más allá de la teoria de la reproducción. (3ª ed.) Morata, 23p.
https://www.terras.edu.ar/biblioteca/1/CRRM_Kemmis_Unidad_1.pdf
Leite, C., Fernandes, P. & Figueiredo, C. (2020). National curriculum vs curricular contextualisation: teachers’ perspectives. Educational Studies, 46 (3): 259-272, DOI: 10.1080/03055698.2019.1570083.
Leite, C., & Fernandes, P. (2012). Curricular studies and their relation with the political agenda for education. Transnational Curriculum Inquiry, 9(2): 35-49.
Lloyd, M. (2018). Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools. Front. Psychol., 9,https://doi.org/10.3389/fpsyg.2018.02094
Magalhães, M., Pacheco, M., Maia, M., Dias, A., Iglesias, C., Beires, A., Mendes, T., Pontedeira, C., & Wiedemann, A. (2020). Violências e violência de género: Prevenção primária na escola. Porto: UMAR.
Magalhães, M.; Pacheco, M.; Mendes, T.; Maia, M. , Wiedemann, A. & Dias, A. (2021). Educação para uma cidadania crítica, global e criativa: um olhar comperspetiva de género. Revista de Estudos Curriculares [número temático]. Currículo, Educação e Cidadania Global Criativa.https://repositorio-aberto.up.pt/bitstream/10216/137403/2/512600.pdf.
Morgado, J. (2021). Currículo de nova geração e cidadania: desafios contemporâneos. Revista de Estudos Curriculares, 12 (1): 25-37. https://www.nonio.uminho.pt/rec/index.php?journal=rec&page=article&op=view&path%5B%5D=113
OECD (2010) . Ministerial Report on the OECD Innovation Strategy Innovation to Strengthen Growth and Address Global and Social Challenges: Key Findings. http://www.oecd.org/sti/ 45326349.pdf.
OMS. 2014. Relatório Muncial sobre a prevenção da violência 2014.São Paulo: OMS, 288p. ile:///C:/Users/elisa/Downloads/9789241564793_por.pdf
Opertti, R. (2021) . Diez pistas para repensar el Curriculum: Reflexiones em progreso nº 42 sobre cuestiones actuales críticas en el currículum, aprendizaje y evaluación. UNESCO.
Paymar, M. (2015). Violent No More Workbook (3ªed.) Tennessee: Hunter House, 192p.
Pacheco, J. (1996). Currículo: teoria e práxis. Porto: Porto Editora, 270p.
Perrenoud, P. (2002). A Escola e a Aprendizagem da Democracia. Porto: Asa,160p.
Pinto da Costa, E. & Martins, A. O. (2023). Curriculum contributions to primary prevention of domestic violence: from basic education to secondary education. In E. Pinto da Costa; R. Anjos; e L. Butkovic (Eds), Economic and Social Development. Book of Proceedings (pp. 342-350). Varazdin Development and Entrepreneurship Agency and University North. ISSN 1849-7535. file:///C:/Users/elisa/Downloads/Book_of_Proceedings_esdPorto2023_Online.pdf
Portugal (2017). Despacho Nº 5908/2017 [Decision No. 5908/2017].” https://dre.pt/home/-/dre/ 107636120/details/2/maximized?serie=II&parte_filter=31&dreId=107636088.
Ribeiro, N., Neves, T., & Menezes, I. (2014). Educação para a cidadania em Portugal: contributos para analisar a sua evolução no currículo escolar português. Currículo Sem Fronteiras, 14(3): 12-31.
Santos, L. L. (2007). Paradigmas que orientam a formação docente. In J. V. Souza (Org.). Formação de professores para a educação básica: Dez anos de LDB (pp. 235-252). Belo Horizonte: Autêntica, p. 253-252.
Silva, V., & Rebolo, F. (2017). A Educação Intercultural e os desafios para a escola e para o professor. Interações, 18 (1): 179-190. DOI: http://dx.doi.org/10.20435/1984- 042X-2017-v.18-n.1(14)
Teodoro, A. (2020). A Construção Política da Educação. Estado, mudança e políticas educativas no Portugal contemporâneo. Porto: Afrontamento, 464p.
Young, M. (2008). Bringing knowledge back in. London: Routledge, 272p.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Alcina Manuela Oliveira Martins, Elisabete Pinto da Costa
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Esta revista oferece acesso livre imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico ao público proporciona maior democratização mundial do conhecimento.
A partir da publicação realizada na revista os autores possuem copyright e direitos de publicação de seus artigos sem restrições.
A Revista Fronteiras: Journal of Social, Technological and Environmental Science segue os preceitos legais da licença Creative Commons - Atribuição-NãoComercial 4.0 Internacional. 
