PEDAGOGICAL STRATEGIES OF THE CONTEMPORARY TEACHER: PREVENTION OF CHILD SEXUAL ABUSE IN A PRESCHOOL CLASS IN THE MUNICIPALITY OF BERTIOGA

Abstract

Child sexual abuse is a veiled form of violence that often occurs within the child's family. Therefore, considering the reality in which many preschool children find themselves, this article aims to understand the strategic contributions that contemporary teachers can use as pedagogical support to mediate their practice of confronting and preventing child sexual abuse, promoting education for the protection of preschool children in the municipality of Bertioga. The investigation unfolds into the following specific objectives: to discuss pedagogical strategies applicable in preschool for the prevention of child sexual abuse; to highlight how integrated practices between school and family can contribute to children's awareness and self-protection; and to evaluate the challenges and possibilities of the pedagogical teacher's role in building a preventive culture in the school context. Given this, the methodology is based on a qualitative research approach, as per Gil's studies (2025), through which an experience report was developed on the pedagogical strategies of a teacher through the elaboration and execution of the PASI Project: I Protect My Little Body. The research results reveal that integrated practices between school and family can contribute to the awareness and self-protection of children and that, for success in preventing abuse, a multidisciplinary and integrated approach is necessary. Therefore, it is possible that, through intentional, systematized pedagogical practices based on scientific evidence, supported by a support network, self-protection skills can be fostered at an early age, as well as the learning acquired by the group of students participating in the project.