MEDUSA, A PETRIFICAÇÃO DA SOCIEDADE DIANTE DA VIOLÊNCIA CONTRA A MULHER NO AMBIENTE ESCOLAR: Uma Proposta DidáticoPedagógica em uma Escola da Rede Pública Estadual em Arari-Ma

Abstract

Violence against women in school settings is addressed in this study as a structural and historically rooted phenomenon that extends beyond isolated incidents, permeating everyday interactions, institutional practices, and power relations. Conducted in a public secondary school in the municipality of Arari, Maranhão, Brazil, the research investigates how an effective and equity-oriented pedagogical approach can be developed to address this issue within the school context, while engaging both the educational community and external support networks. The study adopts a qualitative and exploratory design, structured as a case study grounded in participant observation, with emphasis on the perspectives and lived experiences of the subjects involved. The primary objective was to design and implement a pedagogical intervention capable of fostering awareness, critical reflection, and collective responsibility regarding gender-based violence in the school environment. Findings indicate that effective intervention depends on the systematic integration of the theme across the curriculum, supported by continuous teacher education and institutional commitment. The results also highlight the importance of intersectoral collaboration, particularly with health and social services, as well as the strengthening of youth protagonism and participatory governance practices within the school. As a concrete outcome of the research, an educational product entitled “Together for Respect: A Guide for Our School” was developed. This pedagogical booklet integrates accessible language, practical guidelines, and reflective activities aimed at both students and educators, contributing to the prevention and identification of violence in school contexts. The study concludes that sustainable change relies on the alignment between institutional discourse and pedagogical practice, as well as on the consolidation of collective care routines and collaborative governance structures. Future research is encouraged to explore the long-term impact of participatory educational interventions in peripheral and socially vulnerable contexts.