GENDER VIOLENCE AT SCHOOL AND TEACHER TRAINING IN LIGHT OF SDG 5 OF THE 2030 AGENDA

Abstract

This article analyzes gender-based violence in the school environment, with an emphasis on teacher education and the guidelines of Sustainable Development Goal 5 (SDG 5) of the United Nations 2030 Agenda. The study investigates how discrimination and aggression affect students and female teachers, with consequences for mental health, professional performance, and the institutional climate. Its objective was to identify aspects related to gender-based violence that should be incorporated into teacher education, considering SDG 5 and the narratives of Basic Education teachers. Adopting a qualitative approach, the research was grounded in Narrative Inquiry and Bardin's Content Analysis. Data were collected through semi-structured interviews conducted via Google Meet with five teachers from two state public schools in Rio Grande do Sul, Brazil. The analysis was organized into three categories: gender in initial and continuing teacher education; gender-based violence at school; and SDG 5 in teacher education. The results reveal a gap between the targets of SDG 5 and school reality, as well as shortcomings in teacher education, the devaluation of female teachers' authority, and the absence of institutional strategies. It is concluded that gender equality requires curricular changes, continuing education, and stronger collaboration between universities and schools within democratic educational contexts.