BETWEEN PREVENTION AND PROTECTION: AN ANALYSIS OF STUDIES AND PROGRAMS THAT ARTICULATE PUBLIC SECURITY AND EDUCATION

Abstract

This article analyzes studies and programs that articulate public security and education, situating them within the field of prevention and protection policies in response to violence in the school context. School violence is understood as a complex phenomenon associated with social, institutional, and relational factors, which has encouraged the development of integrated public policies between the education and security sectors. The study adopts a qualitative approach, based on bibliographic and documentary research, grounded in a critical analysis of academic literature and national and international experiences focused on the prevention of school violence. The results indicate that initiatives predominantly based on surveillance and control strategies tend to produce limited and unsustainable impacts. In contrast, programs that prioritize educational actions, the development of socio-emotional skills, the participation of the school community, and continuous evaluation processes demonstrate greater preventive potential. The analysis also reveals recurring weaknesses in the evaluation of these policies, which hinders the measurement of results and institutional learning. It is concluded that the integration between public security and education is more effective when grounded in pedagogical approaches, intersectoral coordination, and the recognition of the school as a central space for citizenship education, contributing to the improvement of public policies aimed at reducing school violence.