Entre presença e silenciamento: a violência doméstica contra as mulheres na política curricular do ensino médio na Região Centro-Oeste

Abstract

Violence against women is a serious social and human rights issue whose prevention requires coordinated action across different public policies, including education. In this context, the general objective of this research is to analyze upper secondary education curriculum policy regarding the approach to violence against women in the federal units of Brazil’s Central-West Region (Federal District, Goiás, Mato Grosso, and Mato Grosso do Sul). Specifically, it seeks to understand gender-based violence against women as a political and human rights issue; identify and analyze national public policies addressing violence against women from 2006 to 2025; analyze Basic Education curriculum policy with regard to the incorporation of the issue of violence against women; characterize the state education systems of the Central-West Region (Federal District, Goiás, Mato Grosso, and Mato Grosso do Sul); investigate the presence of and approaches to violence against women in the upper secondary education curricula in force in 2025 within these state education systems; and analyze how the issue of violence against women is articulated with content related to gender, diversity, and social inequalities in the curriculum documents. This is a qualitative study of a bibliographic and documentary nature, grounded in the content analysis technique. The documentary corpus comprises national public policies addressing violence against women published between 2006 and 2025, while taking as antecedents the international human rights frameworks concerning women that contributed to the development and institutionalization of this agenda in Brazil. In the field of educational policies, the National Common Curricular Base (Base Nacional Comum Curricular – BNCC) for Upper Secondary Education and the upper secondary education curricula in force in 2025 in the state education systems of the Federal District, Goiás, Mato Grosso, and Mato Grosso do Sul were analyzed. The results show that the institutionalization of this issue occurs unevenly across the documents analyzed, revealing different curricular conceptions and varying levels of depth in discussions on gender and violence. While some curricula prioritize approaches centered on human rights and a culture of peace, others explicitly incorporate concepts related to domestic and family violence against women, femicide, gender relations, and public policies addressing violence against women. It is concluded that the implementation of Law No. 14,164/2021 still depends on the political and pedagogical choices of state education systems, indicating that strengthening curriculum policies and teacher education is essential to consolidate the prevention of violence against women in Basic Education.