The fundamental rights of children are today widely recognized. Teachers have a privileged position relative to the direct contact with children thereby have specific responsibilities regarding this mater. This study aimed to evaluate the knowledge regarding child abuse and how sociodemographic and training context influence this knowledge. It was applied one questionnaire of sociodemographic and training context characterization and a scale of evaluation of knowledge to a sample of 172 teachers. It was found that 43,6% evidence good knowledge of the indicators and 46,5% regarding risk factors. The work experience and the importance attached to training emerge as significant variables of knowledge in this mater. Considering the results it is suggested an increase of teachers training regarding child abuse.