Estudo sobre violência intrafamiliar contra a criança: conhecimentos e atitudes de professores da Educação Infantil
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2020-02-20
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Universidade Estadual Paulista (Unesp)
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A violência intrafamiliar se constitui em uma das formas mais perpetradas de violência contra a criança, isso significa que a maior parte da violência infligida contra este grupo acontece dentro de casa, local esse que deveria conferir segurança. Neste cenário, encontramos na escola e no professor instrumentos de prevenção e proteção à criança quando se trata de violência, devido seu contato de caráter único com a criança. O presente estudo teve como objetivo investigar conhecimentos e atitudes de professores da Educação Infantil sobre a violência intrafamiliar contra a criança de zero a cinco anos e 11 meses, a partir da Teoria Bioecológica de Bronfenbrenner. Participaram da pesquisa 36 professoras, distribuídas em quatro CEMEIs diferentes, em uma cidade do interior do estado de São Paulo. Foram utilizados dois tipos de instrumentos de coleta de dados: um questionário sobre formação e experiência docente e um questionário estilo escala de Likert sobre violência intrafamiliar contra a criança. As participantes foram todas mulheres, com idades entre 31 e 61 anos de idade, com tempo médio de formação de 23,2 anos de formação. Entre as entrevistadas, 25 afirmaram já terem identificado algum caso de violência intrafamiliar. Foram identificados encaminhamentos inadequados que acabam por agravar as condições que favorecem a violência. A pesquisa mostra que as profissionais têm preferência por entrar em contato com a família e/ou responsáveis pela vítima para a resolução do problema. Observou-se uma tendência em não se realizar a denúncia formal. Notou-se também um descontentamento geral das professoras em relação à formação inicial e continuada para o tema. As docentes relatam insegurança para atuar, devido às lacunas em sua formação, o que se traduz em uma hesitação em denunciar e apoio das práticas de senso comum e em crenças pessoais. Apontam-se como lacunas mais significativas: encaminhamentos a serem realizados, informações gerais sobre o enfrentamento da violência, capacitação em detectar precocemente os casos e o conhecimento acerca do papel do educador. É possível perceber a urgência pela formação, tanto pelos conhecimentos e atitudes considerados como inadequados, como pela demanda das próprias educadoras. A promoção de um microssistema (escola) que favoreça o desenvolvimento do indivíduo, assim como sua proteção, depende da capacitação de professores. Alerta-se a necessidade urgente de reformulação da formação de professores. Chama-se atenção ao fato de que existe uma falta de credibilidade nos órgãos que compõem a rede de apoio. Em suma, conclui-se que as profissionais são capazes de identificar situações e características de violência intrafamiliar contra a criança, contudo, não são capazes de dar os encaminhamentos adequados a estes casos. Reitera-se, portanto, o protagonismo do professor no enfrentamento da violência intrafamiliar contra a criança, colocando este profissional e a escola como interventores desta realidade.
Intrafamily violence is one of the most perpetrated forms of violence against children, meaning that most of the violence inflicted against this group takes place within the home, which should provide security. In this scenario, we find in the school and in the teacher instruments of prevention and protection to the child when it comes to violence, due to its unique character contact with the child. This study aimed to investigate the knowledge and attitudes of Early Childhood Education teachers about intrafamily violence against children aged zero to five years and 11 months, based on the Bronfenbrenner Bioecological Theory. Thirty-six teachers, distributed in four different Cemeis, participated in the study in a city in the interior of the state of São Paulo. Two types of data collection instruments were used: a questionnaire on teacher training and experience and a Likert-style questionnaire on intrafamily violence against children. The participants were all women, aged between 31 and 61 years, with a mean training time of 23.2 years. Among the interviewees, 25 said they had already identified some case of intrafamily violence. Inadequate referrals were identified, which end up aggravating the conditions that favor violence. The research shows that professionals prefer to contact the family and/or guardian of the victim to solve the problem. There was a tendency not to make the formal complaint. It was also noted a general discontent of the teachers in relation to the initial and continued training for the theme. The teachers report insecurity to act, due to the gaps in their training, which translates into a hesitation to denounce and support practices in common sense and personal beliefs. The following are the most significant gaps: referrals to be made, general information on the confrontation of violence, capacity to detect cases early and knowledge about the role of the educator. It is possible to perceive the urgency by the formation, both by the knowledge and attitudes considered as inadequate, as by the demand of the educators themselves. The promotion of a microsystem (school) that favors the development of the individual, as well as its protection, depends on the training of teachers. There is an urgent need to reformulate teacher training. Attention is drawn to the fact that there is a lack of credibility in the bodies that make up the support network. In short, it is concluded that professionals can identify situations and characteristics of intrafamily violence against children, however, they are not able to give the appropriate referrals to these cases. Therefore, the teacher’s role in confronting intrafamily violence against the child is reiterated, placing this professional and the school as intervener of this reality.
Intrafamily violence is one of the most perpetrated forms of violence against children, meaning that most of the violence inflicted against this group takes place within the home, which should provide security. In this scenario, we find in the school and in the teacher instruments of prevention and protection to the child when it comes to violence, due to its unique character contact with the child. This study aimed to investigate the knowledge and attitudes of Early Childhood Education teachers about intrafamily violence against children aged zero to five years and 11 months, based on the Bronfenbrenner Bioecological Theory. Thirty-six teachers, distributed in four different Cemeis, participated in the study in a city in the interior of the state of São Paulo. Two types of data collection instruments were used: a questionnaire on teacher training and experience and a Likert-style questionnaire on intrafamily violence against children. The participants were all women, aged between 31 and 61 years, with a mean training time of 23.2 years. Among the interviewees, 25 said they had already identified some case of intrafamily violence. Inadequate referrals were identified, which end up aggravating the conditions that favor violence. The research shows that professionals prefer to contact the family and/or guardian of the victim to solve the problem. There was a tendency not to make the formal complaint. It was also noted a general discontent of the teachers in relation to the initial and continued training for the theme. The teachers report insecurity to act, due to the gaps in their training, which translates into a hesitation to denounce and support practices in common sense and personal beliefs. The following are the most significant gaps: referrals to be made, general information on the confrontation of violence, capacity to detect cases early and knowledge about the role of the educator. It is possible to perceive the urgency by the formation, both by the knowledge and attitudes considered as inadequate, as by the demand of the educators themselves. The promotion of a microsystem (school) that favors the development of the individual, as well as its protection, depends on the training of teachers. There is an urgent need to reformulate teacher training. Attention is drawn to the fact that there is a lack of credibility in the bodies that make up the support network. In short, it is concluded that professionals can identify situations and characteristics of intrafamily violence against children, however, they are not able to give the appropriate referrals to these cases. Therefore, the teacher’s role in confronting intrafamily violence against the child is reiterated, placing this professional and the school as intervener of this reality.
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Maus-tratos infantis, Violência intrafamiliar, Professores formação, Educação infantil, Teoria bioecológica, Child abuse, Intrafamily violence, Teacher training, Bioecological theory, Abuso infantil, Formación del profesorado, Educación infantil