Violence in Early Childhood Education Schools: the Importance of the Teacher as the Main Identifier
DOI:
https://doi.org/10.21270/archi.v14i2.6546Keywords:
Domestic Violence, Child Abuse, Child Rearing, School TeachersAbstract
Background: Violence is recognized as a social issue and a serious public health problem due to the magnitude of the violation of human rights, with serious physical, social and emotional consequences that can last a lifetime. Objective: To analyze cases of violence against children identified by teachers of Municipal Basic Education Schools (EMEBs) in a city in the state of São Paulo. Methods: Information to determine the prevalence of cases of violence against children; the profile of victims and degree of kinship of aggressors; the characteristics of cases of violence; and the identification of recurrent cases were collected through interviews conducted individually with all teachers (n=41) from five EMEBs in a city in the state of São Paulo. Data were processed and analyzed using EpiInfo, version 7.2. Results: In total, 181 victims of violence were identified, the majority of whom were male (51.93%) and 5 years old (47.5%). Regarding the degree of kinship with the victim, it was found that parents were the main aggressors. Neglect was the most frequent form of violence (79.6%), followed by psychological violence (16%). It was found that 82.9% of the cases of violence were repeat offenders. Conclusion: Violence, especially in the form of neglect, is still an alarming problem that affects children and, in the context of frequent contact in the school environment, teachers can play an essential role in detecting and reporting cases of mistreatment.
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