Proteção e violência na visão infantil um estudo exploratório

Abstract

The present article seeks to understand the point of view of children and their experiences in the school environment through playful workshops for drawing production. Specifically, it addresses the theme of violence against children. The aim was to comprehend the meanings and emotions attributed by children to situations of protection and violence, especially in the school and family context, as well as to mobilize the place of childhood and cognitivediscursive resources for communication and naming of emotions and experiences. The proposed methodology for analyzing the collected data was through cores of meaning, which involves the stage of raising pre-indicators, indicators, and systematization of cores of meaning, enabling a deeper understanding of the studied reality. As results, the following indicators were presented: Epistemic and symbolic violence in school; Conflicts among peers; Intrafamily violence; Sexual violence; Gender and care; Impacts of gender expectations and masculinity; Neglect of childhood demands; Child development and family; The centrality of play in childhood experience; School and family in the support network; and Child silencing. In conclusion, it is identified that the multiplicity of violence to which these subjects are exposed, along with the fact that school does not constitute their named support network. Thus, there is a need for the creation of spaces for listening and encouragement of child participation; combating epistemic, intrafamily, and sexual violence; and mobilizing adults towards environments that are more welcoming to children's experiences and present in their protection network.