Banca de QUALIFICAÇÃO: LEANDRO RODRIGUES NASCIMENTO DA SILVA

“MEN'S SCHOOL”: REFLECTING ON EDUCATIONAL PROCESSES IN A GROUP FOR MEN AUTHORS OF DOMESTIC VIOLENCE IN BAIXADA FLUMINENSE

Masculinities; Domestic violence; Educational groups for male perpetrators of violence.

This research has a qualitative approach, with an exploratory-descriptive documentary character. The aim, so far, was to investigate studies carried out on educational groups for male perpetrators of domestic violence in Brazil. Initially, it was decided to carry out a bibliographic survey inspired by the state-of-the-art scientific methodology to collect works in the thematic area that could serve as a basis and starting point for formulations and questions to be answered through our own methodology when in the field of research. analysis. Reflecting on issues of gender, masculinity and domestic violence, this investigation sought to understand the Brazilian panorama of public policies aimed at women victims of violence, then found data that showed how these policies, from 1990 onwards, became of interest to civil society organizations and be directed to the figure of the male perpetrator of violence (HAV). In addition, we sought to understand what was the model of groups for HAV that prevailed in Brazil. The result found indicated that a good part of the initiatives are being or were developed in the nature of psychosocial support. Comparing with the Law 11.340/2006 – Maria da Penha Law – and with the General Guidelines of the Services of Responsibility and Education of the Aggressor, it was found that, first of all, the terminologies for the groups that we came to call “educational” – as the aforementioned official documents say – they did not correspond to the normative prescription. That is, we found that it makes no sense to call educational groups “supportive”, “reflective” or “psychosocial”. These terms may allude to important complements to them, but they do not carry out their primary objective. Thus, it was found that, although we have not found works that discussed the topic of educational groups for HAV in the political-pedagogical field, their dialogue is prominent and coherent in this last field referred to herein.