Violência contra mulheres universitárias LGBTQIA+

Abstract

Violence against women is considered one of the great contemporary issues. Despite the progress already achieved in this field, much effort is still needed to change the current reality. This fact can be visualized by the growing number of victims, especially when referring to LGBTQIA+ women, by the gaps in the notifications, which disregard information regarding the gender identity and sexual orientation of the victims and by the silencing and camouflage of this violence in certain social spaces, such as at universities. In view of this, the present study aims to (re)understand the violence perpetrated against LGBTQIA+ university women. This is a qualitative, descriptive and exploratory study. Women enrolled in a higher education course participated in the study. Data collection was performed using a semi-structured questionnaire and data were analyzed using the content analysis method proposed by Bardin. 34 female university students, enrolled in six different institutions of higher education, three private and three public, located in the south, southeast and northeast of the country, participated in the research. The analysis of the results enabled the construction of three categories, through which the data were presented and discussed, namely: “the reality faced by LGBTQIA+ university women in the student context”, “the reality of Brazilian higher education institutions” and “what LGBTQIA+ university women expect from educational institutions”. With the study, it was possible to confirm that these women are physically, morally and psychologically abused during their academic life in places that, theoretically, should offer them shelter, inclusion and knowledge, and by people who should welcome them and make them feel like they belong. to these spaces. It was also possible to verify that the precariousness of policies and actions to intervene in this reality is still a reality in most Brazilian educational institutions and that the university students' feeling is of helplessness. However, they still believe that universities can assume their role as promoters of social change. For this, they expect institutions to welcome victims, create protocols for handling cases, punish aggressors and implement educational projects aimed at deconstructing prejudice. In this perspective, it is believed that this study can collaborate with the visibility of this reality and also offer a direction for universities on how to adapt. In this way, it is expected that dignified permanence becomes part of the reality of the right to education that has been conquered by historically invisible populations in our country.