EDUCATION FOR THE PREVENTION OF FEMINICIDE: THE ROLE OF SCHOOL IN DECONSTRUCTING GENDER-BASED VIOLENCE

Abstract

Femicide constitutes one of the most severe expressions of gender-based violence and is related to social and cultural processes that normalize inequalities, controlling behaviors, and different forms of violence against women. In this context, schools have the potential to play a preventive role through educational practices that promote respect, equality, and the recognition of situations of violence. This study is characterized as a qualitative and descriptive literature review and aims to analyze the role of education in preventing femicide, considering the possibilities for schools to contribute to the deconstruction of beliefs and practices that reproduce gender-based violence. The methodology was based on the analysis of scientific publications, legislation, and institutional documents addressing violence against women, education, gender, and prevention. The results indicate that pedagogical actions focused on dialogue, human rights education, recognition of different forms of violence, and the questioning of stereotypes can contribute to more respectful relationships within schools and society. The importance of teacher education, family participation, and coordination between schools and protection networks is also highlighted. It is concluded that education does not replace public policies in the fields of security, justice, and social assistance, but represents an important preventive dimension by contributing to the development of individuals capable of recognizing, questioning, and confronting relationships marked by violence and inequality.