Profissionais da educação: importantes agentes na proteção da criança e do adolescente contra a violência

Abstract

Introduction: This study addresses the importance of education professionals in protecting children and adolescents from violence, with an emphasis on the identification, reporting, and reception of victims of violence. Objectives: To analyze how education professionals (teachers, coordinators, and principals) working with students from the 6th to the 9th grades of elementary school identify violence and respond to identified cases. Specifically, the study aimed to examine education professionals' understanding of the different types of violence against children and adolescents, investigate how they identify signs suggestive of violence, assess the actions taken after violence is identified, identify how cases of violence are documented within schools, verify whether cases are officially reported, and understand the reasons why reporting does not always occur. Methods: This qualitative and quantitative exploratory, descriptive, and analytical study was conducted in accordance with Resolution No. 466/12 of the Brazilian National Health Council (CNS). Questionnaires were administered to 13 professionals from two schools in the state of Goiás, Brazil, one public and one private. Results: Most participants understood violence against children and adolescents primarily in terms of its signs and manifestations, demonstrating a limited and fragmented understanding of the phenomenon. Although professionals reported being able to recognize signs suggestive of violence, they experienced difficulties in classifying its different forms. Many participants reported attempting to mediate or resolve interpersonal conflicts within the school environment (student–student and teacher–student interactions, and vice versa). Nearly all professionals stated that, upon identifying violence, they informed school authorities (coordinators and principals). In most cases, identified incidents were documented using records developed by the schools themselves, predominantly through individual case reports. These records were mainly completed by school coordinators, although teachers and principals also participated in this process. However, not all cases of violence were officially reported because professionals felt unprepared, insecure, and insufficiently trained to deal with such situations. Furthermore, many cases remained undetected or unreported. Official reporting occurred primarily when victims disclosed the violence themselves or presented visible physical signs of abuse. Conclusion: Education professionals from both schools experience situations of violence as part of their daily routine, yet not all identified cases are officially reported. Although the findings indicate that professionals often feel unprepared and lack guidance regarding the appropriate course of action, welcoming and supportive care emerged as a strategy adopted by some professionals to encourage disclosure and attempt to resolve the situation. The records maintained by school staff contribute to reporting cases to the Guardianship Council or other competent authorities, as well as to the Health Surveillance System. It is hoped that the reflections prompted among members of the educational system through this study will reveal its true purpose: to encourage them to engage actively in reducing violence against children and adolescents.