A violência contra a mulher na redação do ENEM 2015: Quem feriu os direitos humanos?

Abstract

This dissertation analysed candidates who have failed or not for hurting human rights in the 2015 National High School Exam (ENEM) ́s writing test, whose theme dealt with: persistence in violence against women in Brazil. The overall objective of the study was to understand the impact of the criterion of what "hurts human rights" for passing or failing the test, as well as to identify the profile of those whose failure was due this criterion. Furthermore, we discuss how the analysis of gender inequality contributes to reduce violence against women and the relevance of the theme in scholary curriculum. The specific purpose was to analyse whether the criterion harms specific groups of candidates, as well as to observe the contribution of the sociology discipline to develop the theme. The questions exposed were analysed using Pierre Bourdieu and Passeron (1991) ́s reproduction theory applied to the educational system. The authors' studies allowed us to examine whether the criterion "what hurts human rights" contributed to the educational values of the dominant culture reproduction or, if through it, an emancipatory education can be promoted. The choice to analyse the 2015 essay is justified by the challenging scenario among female children and adolescents, who represented 81.8% of rape victims in Brazil between 2017 and 2018 (FBSP, 2019). Even with the advances in the fight against violence against women in recent decades due to the creation of specific laws for domestic relations, the data still point to a challenge. The methodology used in the study was quantitative and we examined the socioeconomic data of the 2015 ENEM candidates through descriptive analyses and through bivariate and multivariate logistic regression model, which allows us to verify the failure chance ratio of one group in relation to another. The data indicated a sociological bias between the profile of those who failed the test for hurting human rights, in which females, with lower family income and parents with lower schooling, represented the highest number of failures. However, the relative and absolute values of failure in relation to those who did not fail for hurting human rights were not expressive, understanding that the criterion benefits the promotion of a critical and reflective education based on human rights, being a mechanism to face the reproduction of the Brazilian society dominant group values.