SOCIOFORMATIVE COMPETENCE CARTOGRAPHY: A TEACHING INTERVENTION MODEL FOR CHILD ABUSE PREVENTION.

Abstract

The prevention of child sexual abuse demands a profound epistemological rupture within the educational system, transitioning from the mere application of reactive protocols toward a socioformative praxis of comprehensive protection. The main objective of this methodological article is to design a teaching competence matrix focused on early detection, axiological prevention, and emotional trauma care. This construct is dialectically based on complex thinking (Morin, 1999) and liberating critical pedagogy (Freire, 1970) to deconstruct the prevailing institutional immobility in the face of the crisis. Consequently, the research consolidates a model of ethical empowerment that provides teachers with the procedural tools necessary to dismantle the power asymmetries that facilitate the systemic victimization of infants. The methodological architecture of this study adopted a rigorous projective and qualitative design, using the hermeneutic circle to structure the intervention matrix under the precepts of socioformation (Tobón, 2017). The findings configure a three-dimensional model of conceptual, procedural, and attitudinal knowledge, which translate the philosophy of alterity into measurable indicators of active protective vigilance in the classroom. It is analytically concluded that the eradication of hidden violence demands an unavoidable systemic co-responsibility among the family, the State, and the school institution. Finally, this technology of pedagogical emancipation provides postgraduate programs with a transformative curriculum to guarantee the restitution of rights and the eradication of complicit silence.