Sequências didáticas, história das mulheres e combate à violência doméstica no ensino de história

Abstract

This dissertation addresses the development of teaching sequences, grounded in the perspective of Women's History, that promote the fight against domestic violence against women in 9th grade classes of Elementary Education in a manner integrated with the contents of the History curriculum component. It adopts a quantitative and qualitative methodology: on one hand, the application of a diagnostic questionnaire on the social conditions of students and assessment of knowledge about domestic violence against women and the Maria da Penha Law; on the other, bibliographic research with analysis and selection of productions in books, scientific articles, dissertations, theses, digital archives, and website pages. It is based on the assumption that the approach proposed here promotes to students the knowledge and reflection on the female role in contemporary society, leading them to question the violences and invisibilities existing in public and private spaces that affect women. The research results in the production of teaching sequences that enable History teachers to work on sensitive themes, essential to the education of students in contemporaneity, for it is from questioning the actions of the present, that we find the answers in the past.