"A violência é uma área cinza" – (inter)visões sobre o fenômeno da violência sexual: nuances e caminhos da saúde-educação.

• Ano de defesa: 2024
• Autor(a) principal: Machado, Sabrina
• Orientador(a): Marques, Sônia Maria dos Santos
• Banca de defesa: Marques, Sônia Maria dos Santos , Lingnau, Carina Merkle , Guimarães, Rafael Siqueira , Pecoraro, Tatiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Violência de gênero; Protocolo; Educação em saúde; Humanização; Interseccionalidades
• Palavras-chave em Inglês: Gender violence; Protocol; Health education; Humanization; Intersectionalities
• Palavras-chave em Espanhol: Violencia de género; Protocolo; Educación para la salud; Humanización; Interseccionalidades
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:EDUCAÇÃO
• Link de acesso: https://tede.unioeste.br/handle/tede/7295

Sexual violence constitutes a complex and multifaceted phenomenon that involves considering the intersectionality of race-class-gender. The issue of gender stands out as a category of historical analysis: sexual violence is gender-based violence. This statement is not only represented in the observation that the majority of people raped are women, but in the recognition of a system of patriarchal domination: racist, capitalist and sexist. Violence accompanies us and we have all been violated in some way, just feel like a woman. One of the representatives that characterizes female subservience is the culture of rape – a practice of slavery and war, naturalized in the social imagination – a condition that explains the need for emergency hospital care based on the protocol studied. It comprises a flow of care that is intended to be humanized, consisting of: reception, exams, medications, among other actions that aim to reduce the impacts on the health of people violated, as well as from a global perspective, seeking a culture of peace. This work represents a dissertation presented at the Postgraduate Program in Education at Unioeste (PPGE-FB), whose reflections revolve around the history and applicability of the protocol for assisting people in situations of sexual violence, centered on the narratives of nine professionals, in a qualitative view. This active and welcoming way of listening represents the same thing that we sought to experience with the professionals interviewed, based on the phenomenological method, composing individual interviews. The phenomenological interview is understood as an open way of listening, accepting, diving into the encounter with the other and their narrative. The material produced by the speeches was transcribed and analyzed, seeking the senses and meanings that the experience of accepting cases of sexual violence reaches, constituting 'units of meaning'. This synthesis is represented in the topics: violence-protocol, gender-intersectionalities and health-education-humanization. The contents revealed a distance in relation to the theme, whose approach took place after the institution of the protocol, with different views emerging. For some professionals it represents a milestone in care, for others it is an obligation that is reproduced in the emergency flow of hospital care. The use of protocols in healthcare spaces seeks to ensure greater safety and quality of care, however, the way each actor interprets, affects and materializes, as well as the interdependence of multidisciplinary practice, may not correspond to what is recommended, leading to revictimization. From professional discourses and institutional records, it was possible to verify the invisibility of adult female bodies, demarcated in relation to black women and the LGBTI+ population, with care aimed at children predominating, not always corresponding to the protocol criteria. From a training perspective, the theme of gender and sexuality remains in a marginal place, evoking the need for them to be insistently worked on, understanding the educational processes belonging to our ways of becoming. Although the protocol is governed by the National Humanization Policy and constitutes an instrument of health education, the need to transgress the current order that dehumanizes us, well represented in the paths of feminist education, was evident. In this sense, the research meets feminist criticism, with emphasis on black feminism, in the construction of affirmative educational practices that can dignify the lives of all corporeality, corresponding to the health-education that we so much want: for everyone