Gender-based violence in the context of the Integrated High School: contributions of the Oppressed Pedagogy and Historic-Critical Pedagogy for the construction of integral human education

Abstract

This article aims to reflect on the confrontation of the gender-based violence in the context of Integrated High School, we use the theoretical contributions of the Oppressed Pedagogy and Historic-Critical Pedagogy, proposed by Paulo Freire (1987) and Dermeval Saviani (2011), taking into account the construction of the holistic human development as a guiding principle of the Professional and Technological Education (PTE). Supported by the theoretical framework of qualitative research and consisting of a bibliographic review, this study highlights the importance of active student participation, critical reflection, and commitment to social transformation within the education process. As examples, it presents the development of two educational products created within the context of the Professional and Technological Education Program, based on work as an educational principle and research as a pedagogical principle. In this sense, we have  assumed that the perspective of social issues , such as gender-based violence, by enabling the expansion, construction, and (re)signification of inherent knowledge to the educational process, contributes to advance the holistic human development in the Integrated High School. We can conclude that the pedagogies in focus provide the theoretical support for raising awareness about gender-based violence in Professional and Technological Education (PTE), recognizing it as a social phenomenon that is part of the relevant knowledge to the world of the work. Thus, the conclusion emphasizes that the search of holistic human development, intrinsic to PTE, embraces the dialectical relationship between the educational process and the social reality, which is marked by the relations of oppression.