Uma proposta de intervenção nas escolas para prevenção da violência de gênero entre adolescentes

Abstract

This work had as general objective to develop, implement and evaluate the effectiveness of an intervention program for the prevention of gender violence in schools, starting from an interactionist perspective of the phenomenon, considering the influence of the variables ambivalent sexism, conceptions of masculinity, normative beliefs of aggression, emotional regulation and repertoire and emotional differentiation. In Study 1, we developed and applied an intervention program for adolescents from a Portuguese school and a Brazilian school, using scalar quantitative instruments before and after the intervention. In Study 2, we carried out a survey only with Brazilian adolescents using an online form using scalar measures and a recognition test of facial expressions in two intensities, elaborated with 3D models for this purpose. With the help of the SPSS 21 software, we evaluated the differences between the groups regarding the sociodemographic and scalar variables, as well as the correlation between the variables and the comparison between the pre and post intervention means. The qualitative data obtained in the intervention activities were described from the mediators' records and analyzed based on Content Analysis. The sample in Study 1 comprised 54 Portuguese students aged 14 to 20 years (M = 16.44; SD = 1.355), of which 33 participated in the intervention; and 62 Brazilian students aged 15 to 19 years (M = 16.9; SD = 0.882), all enrolled in high school. There was a positive correlation between dimensions II and III of the scale of normative beliefs about aggression in both samples; negative correlation between cognitive reassessment as a strategy of emotional regulation and dimensions I and III of the scale of normative beliefs about aggression in the Portuguese sample; and negative correlation between the emotional repertoire and the general approval of aggression in the Brazilian sample. Regarding the pre and post intervention comparisons, we did not detect the expected effect and obtained, in some measures, the opposite effect to that expected. The sample in Study 2 comprised 167 adolescents aged 13 to 19 years (M = 15.76; SD = 1.14). We did not identify any correlation between the scales and the facial expression recognition test. There was a positive correlation between the social provocation and emotional restriction dimensions of the masculinity conception scale; between the three dimensions of the masculinity scale and dimensions II and IV of the normative belief scale about aggression; and between the suppression of emotions as a strategy of emotional regulation and dimensions III - the scale of normative beliefs about aggression, and Heterosexism - the scale of conceptions of masculinity. We also identified a negative correlation between cognitive reevaluation and general approval of aggression. Regarding the expression recognition test, we did not observe differences between genders in recognizing emotions at 30% intensity, but men were significantly better at identifying emotions at 70%