Violência sexual na infância: práticas pedagógicas com crianças do 2º ano do ensino fundamental em uma escola pública de Macapá-AP

Abstract

This study falls within the realm of discussions on pedagogical practices from the perspective of intercultural and emancipatory education for the educational and preventive training against sexual violence towards children. The research is conducted under the line of investigation: Education, Cultures, and Diversity within the Postgraduate Program in Education (PPGED/UNIFAP). The guiding question seeks to investigate how the teacher develops pedagogical practices related to sexual violence with children, focusing on working with concepts, training, information, and protective actions to safeguard their rights during childhood. The objective is to understand the development of pedagogical practices focused on sexual violence in childhood, aiming to grasp the concepts, training, information, and protective actions related to children's rights. Specific objectives include: describing the epistemology of intercultural and emancipatory practices that address discussions on sexuality and sexual violence from a childhood perspective; characterizing the teaching strategies employed by the teacher concerning work on sexual violence in childhood; and examining how pedagogical practices discuss the protection of children's rights, including the right to respect and dignity. The methodology is grounded in a qualitative approach, according to Denzin and Lincoln (2006) and Minayo (2001), and is a case study based on Yin (2001), as it involves an in-depth and systematic investigation of a specific instance. Data collection instruments are based on the three sources of evidence proposed by Yin (2001), namely: documentation, physical artifacts, and direct observation. The research locus is the Municipal Elementary School of Roraima. Participants included the teacher of a 2nd-grade class and 23 students. Data analysis was conducted using Content Analysis according to Bardin (2016), adhering to the ethical principles of research. Results are divided into two subsections based on the analysis categories, which included 12 excerpts of pedagogical practices used by the teacher with the children. Findings indicate that the teacher developed playful and intentional pedagogical practices based on sexual education aimed at understanding concepts, training, information, and protective actions to ensure children's rights, particularly regarding sexual violence in childhood. It was observed that activities were organized to encourage children's interaction in the learning process, through conversation circles, storytelling, games, and playful dynamics, reflecting careful consideration of the topic while respecting the children's age. It is hoped that this will contribute to the education of children and adults on the topic of sexual violence, presenting self-protection strategies in a more playful, engaging, and age-appropriate manner.