“Entre” chapeuzinhos vermelhos e lobos maus : o abuso sexual na primeira infância e a escola enquanto rede de proteção e enfrentamento

Abstract

Sexual abuse in children has been the focus of studies and research, also gaining repercussion in the media and in society. However, child sexual abuse is not a recent reality, this type of violence has always existed in the child's history. Over the years, the state has turned its attention to the child, guaranteeing rights and protection, and therefore, the government agencies that seek to provide assistance, protection and care for victims of child sexual abuse. Considering the facts described above, the following work aims to: Investigate the impacts and emerging contributions from the training intervention in the professional activity of public school teachers in the city of Recife, considering the issue of sexual abuse in children in early childhood. In order to guide this issue, the theoretical frameworks used have explored the conception and historicity of violence against children and implications in early childhood, as well as the types, definitions and implications of child sexual abuse, identifying the protection and care organs. In this perspective, it raises the discussion about the role of the school in the constitution of the System of Guarantee of Rights of the Child and the Adolescent, understanding that to compose this Network, it is necessary to discuss the processes of continuous formation for teachers contemplating this theme. From the methodological point of view, the qualitative approach was used with the purpose of approaching the singularities of the subjects involved, as well as of the signifiers, allowing an intimacy between subject and object. The instruments used for data collection were the Focal Groups Practices, Participant Observation and Field Diary. For the analysis of data and construction of results, we used the thematic content analysis subsidized by the proposal by Bardin. Thus, from this structure it was possible to observe that the school still has no methodological apparatus to deal with approaches that involve sexual violence occurring in early childhood and require interventions that promote, on an ongoing basis, formations that can strengthen the performance of teachers who work in early childhood.