Violência contra crianças e a formação continuada de professores do ensino fundamental I

Abstract

Developed within the Postgraduate Program at the Universidade do Oeste Paulista, this thesis focused on the research line of "Teacher Studies and Practices." Schools and their professionals hold pivotal roles in identifying and addressing violence against children, whether it occurs within or outside the school environment. They can significantly contribute to the prevention and reduction of this issue. However, this topic is often overlooked throughout teachers' educational process, from undergraduate degrees to PhD programs, perpetuating these circumstances. Through the theoretical collection of teacher education and the idea of moral autonomy as a way to develop ethical and moral values contrary to violence, especially against children, the goal of this research was to create and evaluate an intervention model aimed at Elementary School teachers, which consists in a way to prevent, identify and forwarding of cases of violence, both within and outside the school environment. In this core, this study is an intervention research, where the in-depth course was developed and applied with public school articulators' teachers in the São Paulo state. It was created a Control Group to assess the program's effectiveness comprising general educational consultants from elementary schools who did not partake in the intervention and did not participate in the intervention. The evaluation of the intervention's impact utilized a questionnaire adapted from the original version developed by the researcher leading this study. It was administered both before and after the intervention sessions. This instrument underwent Content Validation by judges with significant expertise in the field. Subsequently, was assembled a Focal Group, formed by ten teachers who participated in the intervention. The questionnaire’s results were analyzed quantitatively comparing the obtained items from pre and post-tests, contrasting them with the data obtained from the Control Group. It became apparent that both groups of public school teachers already possessed some prior knowledge about the subject, but the Focal Group showed improvement in the post-test when compared to the pre-test because the answers were closer to the expected, a factor that could not be applied to the Control Group. Specific items were equal in pre and post-tests, showing that teachers still rely on common sense as a knowledge source. The production of the Focus Group was subjected to quantitative analysis through textual discursive analysis. This research concludes, therefore, its main thesis: that a medium-term intervention with teachers can provide them with the necessary tools to address violence against children, enabling them to be able to work on prevention and recognize and deal with cases of violence, contributing to the decreasing of this problem, which is still very present inside and outside the school.