Banca de DEFESA: Cláudia Roberta Rosa da Silva

THE PEDAGOGIST-EDUCATIONAL ADVISOR IN THE FACE OF SEXUAL ABUSE AGAINST CHILDREN AND ADOLESCENTS: A STUDY IN SCHOOLS IN CAMPO DO PARANOÁ – DF (2022-2024)

Education; Educational Guidance; sexual abuse; children; adolescents; rural
schools.

The central question of this research is to find out how the Educational Guidance Counselors
who work in the rural schools of Regional Education Coordination Paranoá deal with sexual
abuse against children and adolescents. We set ourselves the general objective of analyzing the
role of Educational Guidance Counselors who work in the rural schools of CRE Paranoá in
dealing with sexual abuse against children and adolescents. As this work focuses on the
educational environment, the approach was qualitative. In order to reconstruct the history of
educational guidance in Brazil and the Federal District, as well as its current role, we carried
out a bibliographical survey and a State of Knowledge survey on the Capes, Scielo, BDTD and
UnB Repository journal portals. The main authors used were Beck (1977), Gomes (2018),
Grinspun (1992; 2018), Melo (1994) and Pimenta (2002). SEEDF's Curriculum on the Move
(2014), the Internal Regulations of the Federal District's public schools (2019), the Operational
Guidelines for Rural Education (2019) and the Pedagogical Guidance for SEEDF's educational
advisors (2019) were also studied. Regarding sexual abuse against children and adolescents, we
sought to understand the origin of the term, the reporting data and the consequences of this
violation for its victims. Bourdieu (1998; 2003; 2022) contributes to the analysis with the
concepts of field and symbolic violence present in male domination, as well as Araújo (2020),
Méllo (2006), Rodrigues (2017) and Sanderson (2005), as well as the Public Security Yearbook
(2021), the Ministry of Health's Epidemiological Bulletin (2023) and Codeplan's report on
sexual abuse in the Federal District. The documents that guided the analysis of the role of
teaching professionals in relation to this problem were the Federal Constitution (1988), the
Statute of the Child and Adolescent (1990) and the National Plan to Combat Sexual Violence
against Children and Adolescents (2013). A single case study was chosen as the methodological
approach. The instruments and procedures used were the application of a questionnaire and a
focus group with eight Educational Guidance Counselors who were working in the rural schools
of CRE Paranoá in 2023, and the material produced was studied using the content analysis
proposed by Bardin (2011). The documents analyzed were the Educational Guidance
Counselors Annual Action Plans and the Pedagogical Proposals of their schools. The main
authors used in this section were André (2001; 2008), Bardin (2011), Creswell (2007), Gamboa
(2007), Gatti (2012), Gibbs (2009), Laville e Dione (1999). The records show that practical
actions to prevent sexual abuse in schools are the responsibility of the Educational Guidance
Counselors , who try to carry them out with the help of internal partners (Management Team
and EEAA) and the external network. Among the obstacles perceived in carrying out this work
are the scrapping of the service flow, the lack of initial and continuing training, family
customs/cultural practices, the lack of specific didactic-pedagogical resources and the POE's
feeling of being unprotected when making the complaint, but even with all these barriers their
work is still carried out. The POE's role in this regard included listening and welcoming,
reporting the incident to the relevant authorities, preventing violations and working in
partnership with the support network. As a technical product, this research presents a booklet
on preventing and confronting sexual abuse against children and adolescents, aimed at guidance
counselors and others interested in this issue.