Representação social do abuso sexual infantil e as práticas escolares em professores do ensino fundamental

Abstract

This dissertation brings contributions about the social representation of child sexual abuse and school practices in elementary school teachers. The primary objective was to know the social representation of child sexual abuse, elaborated by elementary school teachers. The second objective was to understand how these representations impact their school practices; to identify the existence or not of new pedagogical practices, aiming at supporting the child victim of sexual abuse, in the school environment; identify how teachers perceive the relationship between school, family, guardianship and other special attention units in the case of child victims of sexual abuse. The first chapter deals with a systematic review of the literature, whose objective was to analyze the theoretical construction of social representations and practices. In the second chapter, the objective was to identify, describe and analyze the role of the teacher in relation to situations of sexual abuse and how he participates in the system of guaranteeing the rights of children and adolescents. In the third chapter, a qualitative, descriptive study was carried out based on a lexicographic analysis. Participants included 8 teachers from the municipal school network of São Luís de Montes Belos, who already had students who suffered sexual abuse. The semi-structured interview on social representation was used as instrument. The interviews were formulated from thematic axes. It was observed that even if one seeks to understand and know child sexual abuse, teachers have representations that exempt them from responsibility for abuse. We conclude that there is a latent need for continuous training so that teachers can rethink their practices in these situations