Gender-based violence that affects the school context. A critical look at prejudice and stereotype

Abstract

Abstract

Considering that gender-based rates of violence on both men and women have notably affected social relationship between genders even in the educational sphere, this study proposes a pedagogical strategy based on the principles of critical pedagogy to contribute to GBV in educational institutions with the aim of implementing new practices that emerge from the critical pedagogy approach instead of the traditional school, which contributes to the reproduction of discriminatory actions. This research explores the comments or opinions transmitted by boys and girls who communicate their experiences around GBV, which can symbolic and physical within the educational context and domestic, economic, etc. within the family context. The exploration identified three categories: GBV, critical pedagogy, and pedagogical strategy which, in tandem with subcategories and theories attached to the analysis of violence from the gender perspective and the critical pedagogy by some of Freire’s premises, allow the development of a pedagogical strategy that arises from a socio-critical model and that, through a study qualitative approach, contributes to understand and prevent the GBV phenomenon in educational institutions.