Direito e educação no caminho das lutas por emancipação: a pesquisa-ação-participativa estruturante do projeto de extensão “igualdade de gênero como ideal de justiça”

Abstract

This research sought to build, in the context of practical interaction between researchers and participants, in the education scenario, reflection, and action, in favor of the implementation of the fundamental rights, with emphasis on overcoming gender inequality. The intervention over reality was made possible through the participatory action-research technique, structuring the corresponding extension project. The practical issue, in face of which this work aimed to propose solutions, consisted of overcoming the gap between human rights, understood as possible allies in the struggles for emancipation, especially in light of gender equality, and the reality of the students. It was developed in conjunction with the first cycle of the extension project “Gender Equality as an Ideal of Justice”, by the Faculdade de Direito de Vitória. We worked with 2nd Grade high school students at the Hunney Everest Piovesan State School, located in Cariacica -ES. The theoretical framework permeates the understanding of law/rights and liberation education as strategies for emancipation, mainly from the axis of overcoming structural gender inequality. The method of analysis was materialist-historical-dialectical. The social relations of “gender” served as a reading key for understanding the structures of domination. The dissertation analyzed the interconnection between gender equality and human rights, highlighting the United Nations (UN) Sustainable Development Goals (SDGs) and the obstacles to overcoming structural inequality, based on the sexual division of labor, with a focus on the Brazilian reality. The reflections were supported by authors such as Angela Davis, Helleieth Saffioti, Patricia Hill Collins, bell hooks, Nancy Fraser, Silvia Federici, Rita Segato, and Helena Hirata. The research investigated the construction of law in an emancipatory perspective, from the Philosophy, Ethics, and Education of Liberation, according to the thoughts of Enrique Dussel, Paulo Freire, and Boaventura de Sousa Santos, in connection with the theoretical current called “O Direito Achado na Rua” (“Law found on the streets”). All theories were understood as praxis, as they are intimately connected to transformative practical action, in order to overcome the structures of oppression. The work exposed and discussed the paths followed for the structuring of the extension project and participatory-action research, as well as the results obtained, in the light of the constructive dialogue between researchers and participants, understood as research subjects, whose voices should be recognized and valued. Thus, it analyzed the effectiveness of action research as part of the project to build an emancipatory legal process. The proposals are part of the scenario of formatting public policies for the fulfillment of the goals of the SDGs that are truly emancipatory, connecting human rights consistently, in favor of the effective transformation of structures of domination, and that are sensitive, in all fields, to the effects of gender inequality. Education for human rights, in a liberating perspective, has a fundamental role in social emancipation. It contains dimensions of different scales, united under the prism of intersubjectivity and resistance to power relations. The research was successful in encouraging critical thinking by all involved over reality, so we can deepen our gaze over the fulfillment of human rights, understood in light of the historical process of construction and expansion of spaces for freedom and equality for all people, especially for vulnerable groups, emphasizing overcoming structural gender inequality.