The Prevention of Gender-Based Violence with in the Ecuadorian Legal Framework: Teachers’ Perceptions of the Code for Children and Adolescents

Abstract

Gender-based violence against children and adolescents remains a critical concern worldwide, particularly in Latin America, where the prevalence of various forms of violence is alarmingly high. In Ecuador, despite having a robust legal framework that includes the Code for Children and Adolescents and the Organic Law to Prevent and Eradicate Violence Against Women, the effective implementation of preventive measures in educational settings faces significant challenges. This study aims to explore the perceptions of Ecuadorian basic education teachers regarding the Code for Children and Adolescents as a normative tool to prevent gender-based violence in schools. Through a qualitative design with a phenomenological and interpretative approach, data were collected from 48 teachers in public and private schools in Cuenca, Ecuador. Focus groups served as the primary method for collecting insights into teachers' knowledge, understanding, and use of the legal framework. The findings reveal fragmented and experiential knowledge of this code, conceptual gaps in understanding gender-based violence, and limited institutional support for its application. Teachers acknowledge their role as key agents of change, yet they express uncertainty due to a lack of training and clear protocols. The study underscores the need for accessible pedagogical resources, systematic training in gender and rights, and the institutional reinforcement of that code as an effective tool for preventing school-related gender-based violence.