Determinants and Social Factors of Violence Against Women in the Context of Youth and Adult Education
1
Graduate Program in Public Health, Universidade Estadual do Ceará (UECE), Fortaleza, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):A1350
ABSTRACT
INTRODUCTION:
Violence against women (VAW) is a serious public health problem and a violation of human rights, associated with social, economic, educational, and gender inequalities1-3. The topic has been incorporated into the Sustainable Development Goals (SDGs), especially SDG 54. In the context of Youth and Adult Education (YEE), such inequalities tend to intensify. This research aimed to understand how social determinants and conditioning factors regarding VAW are perceived by YEE students.
METHODS:
A qualitative study5, conducted in 2025, in the public school system of Fortaleza, Ceará, Brazil. Seventeen female YEE students, residing in a territory with a low Human Development Index, participated through individual interviews. The material was analyzed based on the theoretical framework of hermeneutics-dialectics6.
RESULTS:
Among the women, 16 self-identified as Black, aged between 22 and 84 years, forming a markedly intergenerational group. The participants' profiles reveal interrupted and belatedly resumed educational trajectories, marked by persistent processes of social vulnerability. The narratives highlight the numerous obstacles faced in accessing and remaining in schooling, even outside the age range considered appropriate, strongly conditioned by gender inequalities and socioeconomic limitations. Reports of sexual, psychological, physical, and financial violence emerged recurrently, associated with early entry into the workforce as a family subsistence strategy and the experience of family contexts marked by unequal power relations, in which violence was perpetrated by parents or partners.
CONCLUSIONS:
It was evident that violence against women is associated with life trajectories marked by inequalities of gender, race, and socioeconomic conditions, expressed in interrupted schooling, early entry into the workforce, and unequal family contexts. The recurrence of violence highlights the persistence of asymmetrical power relations throughout the life cycle. Adult education emerges as a space for late access to rights in the face of accumulated vulnerabilities.
Violence against women (VAW) is a serious public health problem and a violation of human rights, associated with social, economic, educational, and gender inequalities1-3. The topic has been incorporated into the Sustainable Development Goals (SDGs), especially SDG 54. In the context of Youth and Adult Education (YEE), such inequalities tend to intensify. This research aimed to understand how social determinants and conditioning factors regarding VAW are perceived by YEE students.
METHODS:
A qualitative study5, conducted in 2025, in the public school system of Fortaleza, Ceará, Brazil. Seventeen female YEE students, residing in a territory with a low Human Development Index, participated through individual interviews. The material was analyzed based on the theoretical framework of hermeneutics-dialectics6.
RESULTS:
Among the women, 16 self-identified as Black, aged between 22 and 84 years, forming a markedly intergenerational group. The participants' profiles reveal interrupted and belatedly resumed educational trajectories, marked by persistent processes of social vulnerability. The narratives highlight the numerous obstacles faced in accessing and remaining in schooling, even outside the age range considered appropriate, strongly conditioned by gender inequalities and socioeconomic limitations. Reports of sexual, psychological, physical, and financial violence emerged recurrently, associated with early entry into the workforce as a family subsistence strategy and the experience of family contexts marked by unequal power relations, in which violence was perpetrated by parents or partners.
CONCLUSIONS:
It was evident that violence against women is associated with life trajectories marked by inequalities of gender, race, and socioeconomic conditions, expressed in interrupted schooling, early entry into the workforce, and unequal family contexts. The recurrence of violence highlights the persistence of asymmetrical power relations throughout the life cycle. Adult education emerges as a space for late access to rights in the face of accumulated vulnerabilities.
| eISSN: | 2654-1459 |
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