Abordaje interdisciplinario del abuso sexual infantil en instituciones colombianas de atención integral desde el 2015 al 2025.

Abstract

The purpose of this research was to analyze the pedagogical models and documented interdisciplinary intervention practices for addressing child sexual abuse in children aged 6 to 12 within Colombian comprehensive care institutions between 2015 and 2025. The study was framed within a qualitative approach with a hermeneutic-maieutic orientation, utilizing documentary research. To this end, three categorical analysis matrices were designed and applied to allow the triangulation of information: the government and institutional approach matrix, intended to break down and conduct a critical reading of regulations and official documents; the comparative pedagogical analysis matrix, which facilitated contrasting technical guidelines with academic contributions from the ethics of care and situated pedagogy; and the research analysis matrix, which conceptually organized previous findings and studies to strengthen the theoretical coherence of the study. The results show that, despite having a robust regulatory framework, institutional fragmentation and a technified vision of protection persist, prioritizing compliance with administrative protocols over the affective and relational dimension of care. It was evidenced that child sexual abuse is a structural and multi-causal phenomenon, where failures in intersectoral communication and adultcentric approaches limit the participation and voice of children, creating risks of revictimization. It is concluded that it is fundamental to transition toward an ethics of care and a situated pedagogy that dignifies childhoods as political subjects of rights. The findings confirm that the permanent qualification of educational agents and interdisciplinary articulation are essential axes for transforming the classroom into a protective environment. Finally, the "Pedagogical strategy: care in the classroom as a protective factor" is presented, which translates these reflections into operational tools to promote humanized, comprehensive, and liberating care within the Colombian school context.