Abuso Sexual em Menores (ASM): concepções de professores e funcionários de uma escola cívico-militar do interior do Paraná

Abstract

There is a tendency in the discourse regarding Sexual Abuse of Minors (SAM) for the presence of myths, which prevents its confrontation and prevention. This research aimed to analyze the perception of employees and teachers at a civic-military college about SAM. As a theoretical foundation, we use Adorno (1995); Arendt (2007), Bauman (1997), Enrique Dussel (1977, 2012), Foucault (2021), hooks (2017), Plato (1999, 2010), Russell (2014, 2018) and Sanderson (2005). The research problem was based on the following question: which myths related to Sexual Abuse of Minors (SAM) are present in the speeches of the investigated subjects? The following research instruments were adopted: a) Identification and conception questionnaire regarding the existence of SAM cases; B) Mind Map with terms referring to the research object and c) Questionnaire adapted to Sanderson's (2005) 32 myths about SAC/SAM divided into two parts: 1) Quantitative: with levels of intention and use of the Likert Scale; 2) Qualitative: the speeches presented in the form of justification, complementary to the marking of Likert alternatives, which concern the myths of Sanderson (2005) and their reality. Discourse analysis (Orlandi, 2015) and elements of discourse analysis (Fiorin, 2022) were used to analyze the data. The main results were: a) Teacher identity: the majority of teachers are aware of cases of sexual abuse with minors, whether inside or outside the school space, but without resorting to reporting it; b) Perception about SAM: the teachers' speeches indicated the presence of SAM in the civic-military school analyzed; teachers do not feel prepared to deal with cases that arise in their daily lives and believe they need support from more qualified professionals; c) The results that emerge from the speeches coincide with those presented by Baptista et al. (2008), Brino; Williams (2003), Inoue; Ristum, (2008) e Passion; Souza Neto (2018). This research pointed out the possibility of overcoming and preventing SAM through emancipatory subversive education. The Philosophy of Liberation as a philosophical theory, which directs the structure for Liberating Ethics, is a practice, also defended by Oliveira (2019) and Sezyshta (2014). Furthermore, one way to make this Liberating Ethics viable in teaching would be to combine it with meaningful learning, of a subversive type, based on Moreira (2011), Postman (2002) and Postman; Weingartner (1971).