Formação docente em História acerca da violência de gênero: possibilidades para trabalhar a cultura do estupro na escola.

Abstract

The present assignment aims to contribute to the training of History instructors within gender studies reflecting, from the criminal kidnapping process, defloration and rape of the victim Zulmira Guimarães Fortes, opening possibilities to discuss culture of raping and education. The process proved to be a historical powerful source way of understanding about the mechanisms of accountability and blaming women victims of sexual violence, simultaneously with the legal protection of male from wealthy classes and mostly white men, relational phenomenon that still occurs widely nowadays. The legal process is currently preserved in the Municipal Historical Archive of Juiz de Fora, dated 1909. It brings the investigation of the crimes based on the victim's complaint Zulmira and her father Galdino to court, reporting that she had suffered defloration followed by rape committed by two recently graduated history instructors, certified by Universidade Federal de Juiz de Fora, through the focus group methodology. The search participants assisted in the documentary analysis, in which the guiding question of the meetings was to understand how the newly graduated teachers viewed the potentiality of the process to think history teaching, inquiring gender relations, sexuality and violence taken as natural in our society. Showing the neglect of the trajectories of women struggle’s memories, I reinforce along Joan Scott that “inscribing women in history necessarily implies the redefinition and widening of traditional notions of what is historically important” (SCOTT, 1995, p.74) promoting the emergency of the study of the theme for the history teaching in Brazil. Aiming to think in the proposition of pedagogical practices anti-rape, research studies are part of the theoretical-methodological apparatus poststructuralist studies, gender and feminist studies, especially the black and counter-colonial feminism.