"Criança não tem segredo": uma abordagem preventiva contra o abuso sexual realizada no 3° ano do ensino fundamental

Abstract

How can a children's story told in a playful and engaging manner contribute to diverse forms of knowledge about the prevention of sexual abuse in the school environment? Based on this issue, the present research had the general objective of promoting the identification of preventive measures against child sexual abuse using a playful story as a resource to mediate this identification. Specifically, we aimed to analyze the knowledge of teachers and students about sexual abuse prevention; apply the children's story with teachers and students, as well as gather their suggestions for activities; and detail the results obtained during the observation and applicability phases, considering the participants' understanding of how the narrated story relates to the prevention of sexual abuse. The methodology employed was based on a qualitative approach focused on the subjective and social understanding of the participants, who provided meanings and experiences that shaped the research analyses. We used bibliographic research to support the theoretical framework, review relevant literature, define the research problem, and construct the theoretical foundation, as well as field research. Some of the authors referenced include Ariès (1981), Almeida (2010), Faleiros and Faleiros (2008), Freud (1996), Herman (2015), among others. For data collection, we adopted instruments such as a questionnaire containing six closed questions directed at one of the researched groups; classroom observations focusing on the group9s dynamics; a field diary documenting all the information collected during the research; and the applicability of the pedagogical product with the two participating groups. As results, we found that while teachers are trained to address this topic in the school context, they rarely associate it with their lessons. However, we observed that the story presented was well-received by the participating groups. Within their limitations, all participants learned basic notions of respect and bodily boundaries, as well as concepts of safety and individual and collective protection. These concepts were explored in a simple, playful, and welcoming manner.