Teaching positions and child abuse. Actions and strategies

Abstract

This paper arises from the framework resulting from inquiries and reflections in the framework of ongoing and completed research, of interventions that are carried out from extension projects and in an institutional project, all psychopedagogical spaces of the Centro Universitario Regional Zona Atlántica (CURZA) of the Universidad Nacional del Comahue (UNCo). The research work focused on teaching positions in child victims of child abuse in primary schools in the city of Viedma, Río Negro. In this article, three positions that are not closed or definitive are addressed and identified, the possibility of thinking about them allows us to reconstruct trajectories, reflect and narrate one's own experience and identify the different teaching positions that were assumed and are assumed in the present and that will also have an influence on future educational practices. It was also inquired about the ways of acting from the teaching positions, specifically the action strategies that they specify to accompany students who suffer or suffered situations of abuse. The exploratory qualitative research, from an inductive, flexible and unstructured procedure, made it possible, in the fieldwork, to carry out open and in-depth interviews with primary school teachers in the city who worked with child victims of abuse. In addition, non-participatory classroom observations were made and, in the analysis, the data obtained from both research strategies were triangulated.