Políticas públicas de enfrentamento às violências contra criança e adolescente: avaliação da implementação do Projeto Escola que Protege na rede municipal de ensino de Fortaleza

Abstract

This research evaluates the design and implementation of the Project "School that Protects" as a coping strategy to prevent violence against children and adolescents in the Public School of Fortaleza. The format of the Project developed by the Municipal Education / EMS in 2007 was investigated through strategic training of education professionals to face the multiple forms of violence identified in the school context. We investigated the socioeconomic profile of these professionals, the violence situations identified by them, their attitudes and ways of violence identification, their professional relationship with the Guardian Council as well as their pedagogical work acquired during the formation We conducted desk and field research during the period from January to May 2011. Questionnaire was applied to the population investigated and to Education Personnel trained by this project. Further interviews were conducted with the Guardian Councils. Quantitative data were analyzed descriptively, using absolute and relative frequency, simple tables, crosses and benchmarks. The qualitative data were addressed by analyzed on the basis of regulatory frameworks and on authors who discuss and theorize the problem of violence and its interfaces. Among the Education Personnel, it was identified that the majority are women, and they are aged 41 to 50 years old. They are married and they are predominantly post-graduated at the level of expertise. Their earnings are from 3 to 5 minimum wages. Most of them work at the same school of the training period and they remain in the same function. They considered positive the fact that they participated in the training program evaluated and realize how difficult the task of reporting and monitoring of cases of violence identified by them. The Guardianship Board share the same difficulty, and both point to the obstacles to make the project effective due to the lack of physical infrastructure and staff and their institutions and poor coordination between the agencies of the Guarantee System of the Child and Teenagers Rights / SGD. We concluded that positive changes occurred in the identification and reporting actions of violence and their pedagogical practices of Education Personnel after they have participated in the training program, and there are several gaps that hamper the actions to combat the violence, including the ones related to school managers that need to be more involved to favor prevention activities and coping with violence identified in the school context, as well as the need to improve the working relationship between schools and Guardianship Councils. The research also shows that the size of the Project “school that protects” must be beyond the training strategy of the Teaching Profession, since these are difficulties in SGD to apply the necessary referrals actions to combat the violence.