COMMUNITY POLICING AND TRADITIONAL FAXINALENSE PEOPLES: CHALLENGES AND STRATEGIES FOR THE PROMOTION OF HUMAN RIGHTS AND SOCIAL PEACE

Authors

  • Incare Correa de Jesus Universidade Federal do Paraná
  • Patrícia Fernanda Silvério

DOI:

https://doi.org/10.51891/rease.v12i3.25282

Keywords:

Traditional communities of the Faxinalenses. Community policing. Human rights. Land conflict mediation. Military Police of Paraná.

Abstract

The Faxinalense communities, predominant in the south-central region of Paraná, constitute a traditional silvopastoral system that integrates housing, extensive animal husbandry, and sustainable management of natural resources in Araucaria Forest areas. This article aims to analyze the challenges and strategies of Community Policing in the territories of traditional Faxinalense peoples, in light of the promotion of social peace and the guarantee of human rights, considering the sociocultural, territorial, and legal specificities of these communities. The methodology adopted is qualitative and exploratory in nature, based on documentary and bibliographic research. It concludes that Community Policing and conflict mediation are central strategies for promoting human rights and social peace in Faxinalense territories, highlighting the role of the Military Police as the primary institution guaranteeing fundamental rights, as well as the importance of integrated action with the community and continuous training actions for public security professionals.

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Author Biographies

Incare Correa de Jesus, Universidade Federal do Paraná

Oficial da Polícia Militar do Paraná. Doutor pela Universidade Federal do Paraná. 

Patrícia Fernanda Silvério

Oficial da Polícia Militar do Paraná. Especialista em Gestão de Recursos Humanos e Ciências Jurídicas.

Published

2026-03-26

How to Cite

Jesus, I. de, & Silvério, P. F. (2026). COMMUNITY POLICING AND TRADITIONAL FAXINALENSE PEOPLES: CHALLENGES AND STRATEGIES FOR THE PROMOTION OF HUMAN RIGHTS AND SOCIAL PEACE. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12(3), 1–16. https://doi.org/10.51891/rease.v12i3.25282