Projeto político pedagógico como partícipe no enfrentamento da violência sexual intrafamiliar contra crianças e adolescentes na escola municipal do campo no interior do Amazonas

Abstract

School plays a fundamental role in identifying possible cases of violence, providing guidance and necessary knowledge to children and adolescents, and reporting these cases to the appropriate authorities. Thus, this study, developed within the scope of the Graduate Program in Science and Humanities Teaching (PPGECH), in the Theoretical and Methodological Perspectives for the Teaching of Humanities Research Line, at the Federal University of Amazonas (UFAM), with support from the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Study and Research Group on Early Childhood Education (GPEDIN), sought to answer the following question: How can the school, through the Pedagogical Master Plan, help in addressing Intrafamilial Sexual Violence against children and adolescents? The general objective of this research was, therefore, to analyze the development of the Pedagogical Master Plan of the Marluce de Carvalho Lobato Souza School through a collaborative training and actions to address Intrafamilial Sexual Violence (ISV) against children and adolescents. To achieve this goal, the following specific objectives were outlined: to describe the achievement of children’s and adolescents’ rights in the Brazilian legislation, highlighting the consequences of violence on child development; to understand the knowledge, conflicts, and challenges faced by school professionals regarding the handling of ISV against children and adolescents in a rural school; to raise awareness among teachers in the school community about the right of children and adolescents to protection against Intrafamilial Sexual Violence, engaging them in addressing the problem through the school’s Pedagogical Master Plan. The methodological approach and theoretical foundation of the research stemmed from a bibliographic review focused on scholars of the topic, aiming to deepen the understanding of the phenomenon of ISV. The study is structured in qualitative research, with inspiration from the critical-collaborative action research. The research subjects were six educators, a pedagogue, a school manager, a field pedagogical supervisor, a cafeteria worker, and two general service employees. The content analysis was used for categorizing the collected data, grouping it into categories. Collaborative encounters of the research progressed slowly, through interaction among the participants, in order to provide possible changes in a process of self-reflection, encouraging educators to become sensitive to their commitment and open to revising their pedagogical practices. The result of the entire research process showed that addressing ISV requires a meticulous and gradual work, emphasizing that educators need to be open to have a dialog with responsibility, understanding the importance of a collective action to provide care and protection to children and adolescents, seeking solutions for challenges that may arise in the school environment. It is also noted that the research was significant, because the fears and uncertainties reported by the group at the beginning of the encounters were alleviated.