Violência contra as mulheres e os grupos reflexivos: desafios para a educação e para as políticas públicas

• Ano de defesa: 2025
• Autor(a) principal: Rodrigues, Aleandro
• Orientador(a): Afonso, Lúcia Helena Rincón
• Banca de defesa: Duarte, Aldimar Jacinto , Cavalcante, Cláudia Valente , Corrêa, Edwiges Conceição Carvalho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Violência contra as mulheres; Formação humana; Emancipação das mulheres; Educação não formal; Grupos reflexivos
• Palavras-chave em Inglês: Violence against women; Human development; Women's emancipation; Non-formal education; Reflective groups
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS::EDUCAÇÃO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/5303

Grounded in the belief in the intersectionality between violence against women and education, in its diverse forms and means of expression, this research examines the actions carried out by the Grupos Reflexivos (Reflective Groups) project, seeking to understand their scope and intentionality. The general objective was to analyze how processes of education for emancipation and respect for human rights take place within the activities of these groups. The relevance of the study lies in the recognition that the work of the Grupos Reflexivos has the potential to impact symbolic territories and social relations that have historically kept women in situations of violence. The research was based on historical-dialectical materialism, a theoretical-methodological perspective that allowed for an understanding of knowledge as an element embedded in mechanisms of power, control, and the reproduction of social life, while also highlighting how modes of access to knowledge directly shape what is produced in society. The methodological path combined bibliographic and documentary research with empirical investigation, which helped guide the study and shed light on the contributions of the intervention under analysis. The theoretical framework drew on authors such as Beiras, Bourdieu, Engels, Freire, Gohn, and Marx, among others. The discussion sought to assess whether the educational work developed within the Grupos Reflexivos contributes to participants’ ability to reassess the values underpinning their worldview, fostering the construction of new emancipatory, social, and gender relations. The results indicate that these groups function as spaces for collective processes of human emancipation, capable of reshaping attitudes, values, and social relationships among their members. It is expected that this dissertation will contribute to expanding knowledge about Grupos Reflexivos directed at perpetrators of violence against women, as well as fostering reflections and possibilities aimed at improving such initiatives.