MARIA DA PENHA VAI À ESCOLA: QUEBRANDO BARREIRAS,CONSTRUINDO IGUALDADE

Abstract

This study presents an analysis of the actions developed by the Maria da Penha Goes to School program, carried out in public schools in the municipality of Campo Grande (MS), focusing on the prevention of gender-based violence. Structured into three sections, the study begins with a theoretical discussion on the concepts of gender, education, and cultural studies, addressing the interrelations among these fields and the challenges faced in combating patriarchy and institutionalized machismo. The second section analyzes national and regional public policies aimed at protecting women, with emphasis on initiatives implemented in the state of Mato Grosso do Sul and the work of the Subsecretariat for Public Policies for Women (SEMU), highlighting its educational and intersectoral strategies. The third section presents qualitative data collected by the team from the Coordination of Thematic Projects and Actions (COPAT), based on experiences from activities conducted with adolescents in public schools. Pedagogical activities—such as discussion circles, group dynamics, dramatizations, and artistic productions—enabled students to express perceptions, values, and experiences related to gender-based violence, revealing both the program’s transformative potential and the challenges posed by school environments marked by structural inequalities, lack of continuous teacher training, and cultural resistance. It was observed that direct engagement with adolescents is a strategic approach to fostering critical awareness and deconstructing gender stereotypes, promoting the development of active individuals committed to a culture of peace, respect, and equity.Based on these findings, the study recommends the expansion and institutionalization of the program within the basic education curriculum, the strengthening of protection networks, and the systematic provision of ongoing training for educators. The research reinforces the fundamental role of schools as privileged spaces for social transformation and emphasizes the importance of education on the rights of women and girls as a permanent and cross-cutting public policy.