Imagens e discursos sobre violência de gênero à mulher: os corredores de uma Faculdade de Direito como lugar de produção/transformação do currículo. ; Images and discourses on gender violence against women: the corridors of a law school as a place of production/transformation of the curriculum.

This thesis approaches the theme related with gender violence against women in the curriculum of a Faculty of Law, denounced by students' imagetics manifestations in the corridors and disseminated in virtual media of the cyberspace. With the objective of investigating and analyzing why students of the Faculty of Law (FADIR) of the Federal University of Rio Grande - FURG produced images in the physical space of the corridors against this form of violence and disseminating them on the internet, it was questioned how this culture of gender violence against women occurred in that academic context, in order to identify the strategies adopted by the subjects that led to the use such curricular space to make this transgression. Methodologically, the research problem was answered through the analysis of the images using the Documentary Method of Interpretation (MDI) and its textual elements through Critical Discourse Analysis (ACD) - Social Discourse Theory (TSD), allied to the theoretical contribution of the Curriculum in a cultural perspective. This was done from the perspective of Cultural Studies (EC) and Daily Life, based on Latin American Descolonial Feminist Epistemology (s) focused on Legal Education. The hypothesis came from the personal perception and observations in the virtual media, of the pictorial student expressions in the investigated locus, indicative of a culture of gender violence against women in that curriculum, since the students made use of the corridor anonymously and reported what they experienced in classrooms to the university community and society – disclosing their manifestos on the Internet. As a result, the defended thesis, is that students of the FADIR/FURG Law Courses adopt the corridors as a place of production/transformation of the curriculum in the face of gender violence against women, because they find no other space for this demand (classroom and other instances of the University) in addition to disseminating images of these manifestos on the Internet, in order to give them ...