A discussão sobre violência doméstica nas aulas: percepção de professores de biologia

Abstract

Domestic violence violates the Human Rights, so the society and the Brazilian government both have the duty to act, by programs and public policy to ensure the right to life, to health and woman’s physical integrity. In this context, the school plays a key role, encouraging discussions about the theme and clarifying the students about their ensured rights by the Law no. 11.340/06, called Maria da Penha’s Law. This research is proposed to analyze the social thematic approach in parallel with some contents taught in biology classes and was conducted in the compliance with the Resolution no. 466/2012, from Conselho Nacional de Ética em Pesquisa com Seres Humanos (CONEP). Questionnaires were applied presently and the teachers were addressed at the school planning days. Such date was strategically chosen due to the presence of all natural science teachers (Biology) in their respective schools. The data were acquired by the fulfilling of the semi-structured questionnaires, which contained general questions about: age, biological sex, professional qualification and occupation area etc, and the specific questions about domestic violence. Knowing the opinion of biology teachers about transversal themes, mainly the inclusion of the discussion about domestic violence in their classes, was the main goal of this work. Besides the relevance of this theme and its discussion in biology classes, the execution of this work has shown that the teachers find difficulties to approach the domestic violence and the transversal themes in biology classes. It is important to stress that the deficiency in the teacher training, pointed out by the teachers, is one of the reasons for such difficulty. Still, this lack of formal training on the topic, seems to provide no direct relationship with the problem, since some teachers pointed the discomfort of dealing with themes such as domestic violence, due to the absence of training aid, while others assert no difficulties of working with transversal themes, even without formal training for such content. To rethink the practice of teacher’s training is required to contribute to a wider background of the teachers and prepare them to work and discuss themes such as domestic violence.