A educação infantil no enfrentamento a violência sexual de crianças : concepções e práticas de profissionais

Abstract

Sexual violence against children has emerged as a significant social challenge that must be addressed. Since it is a form of violence that occurs discreetly and, in many cases, is perpetrated by the victim's close family members, its identification becomes quite complex. Based on the main legal frameworks that govern the comprehensive guarantee of children's rights in Brazil and research on the subject, it is stated that the educational context can be a safe environment that promotes development, participates in the protection of children, and is a potential instance for confronting sexual violence against children. It is known that it is in Early Childhood Education, through relationships established with teachers and peers, and intentional pedagogical practices, that the processes of socialization and development of psychic abilities are consolidated in children. Therefore, the implementation of preventive practices that contribute to the development of children from their early years can favor the breaking of cycles of violence, as well as provide recognition of potential risk situations and/or violence. Based on these arguments, the general objective was to understand and analyze the conceptions and practices of professionals working in early childhood education and in intersectoral networks regarding the confrontation of sexual violence against children. The theoretical framework that underpins this research is Historical-Cultural Psychology and Developmental Psychology with a critical basis. In order to investigate and understand the current state of debates on the topic, two literature reviews were conducted with the aim of identifying productions that focus on the existing legal frameworks related to child sexual abuse and its approach in the context of Early Childhood Education, in addition to investigating research on preventive practices in this area that can help in confronting child sexual abuse. The qualitative-explanatory method was adopted, and the instruments used to support data collection were documentary analysis and semi-structured interviews. The interviews were recorded and faithfully transcribed for analysis. Regarding the results, the surveys demonstrate a solid legal basis that ensures children's rights and the broad discussion about the definition of ASI. However, there is no reference to preventive practices that have been developed collectively, with the participation of institutions and equipment that are part of the Child Rights Guarantee System - SGDCA. In the documentary analysis, it was found that in the materials that support Early Childhood Education in João Pessoa-PB, there is a lack of guidance for professionals regarding the confrontation, identification and referral of possible cases of ASI. The data obtained through semi-structured interviews were analyzed and organized according to similarities and differences, which resulted in thematic units and categories that guided the discussions about the results achieved and the sociodemographic profile of the participants. Thus, the participants' reports revealed important issues that should be considered. Among them, the lack of knowledge about the topic, the lack of intersectoral coordination for the implementation of preventive and protective actions, the lack of understanding about the SGDCA and how its flows work, as well as the scarcity of specific continuing education stand out. Therefore, this work aims to contribute to tackling ASI by expanding the debate in the context of Early Childhood Education, and finally, to contribute to the scientific community with relevant data and information on ASI, thus supporting future research.